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Class Assessment

Class Assessment. pp.75-90. Best Practices for Monitoring and Evaluating Your Classroom. Objectives. To discuss basic concepts of classroom assessment. To discuss specific strategies for classroom assessment. To practice critically evaluating classroom assessment strategies. Schedule.

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Class Assessment

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  1. Class Assessment pp.75-90 Best Practices for Monitoring and Evaluating Your Classroom

  2. Objectives • To discuss basic concepts of classroom assessment. • To discuss specific strategies for classroom assessment. • To practice critically evaluating classroom assessment strategies.

  3. Schedule Day 1: Introductions Make groups to work in What you think assessment is Lecture on classroom assessment Day 2: Classroom assessment activity Classroom assessment activity feedback Questions/ Closing

  4. Who am I? Daniel Moonasar Certified Teacher – U.S.A 9.5yrs teaching experience 5yrs U.S. 4.5yrs South Korea MRes- Educational and Social Research EPIK/ TaLK Teacher Trainer Assistant Professor of English at Gimcheon University

  5. Who are you? Graduates (4yrs with degree)? Undergraduates (2yrs and or no degree)? Education majors? Teaching experience? 6 month contract? 1 year contract? Lived or visited South Korea before?

  6. 10-min Group Discussion Activity Directions: Make a group of 3 people. (about 10 groups) Discuss and answer the questions. Pick your best answer and 1 person to speak for your group. When finished, we will share answers.

  7. Group Discussion Activity Q1. Why is class assessment important? --G1&10 Q2. What is purpose of class assessment? –G2&9 Q3. How is assessment important for the teacher? For the learners? –G3&8 Q4. What do you take into account when you design assessment? –G4&7 Q5. What types of assessment do you remember from your education? G5 Q6. What things are the most difficult when planning assessment and why? G6

  8. Lecture Contents

  9. pp. 75 1. The Need For and Purpose of Assessment Traditional Classroom Assessment Contemporary Classroom Assessment Assessment of teacher/ methods Observations, peer feedback Assess what students know Exams, quizzes, homework etc. Assessment of classroom practices. How to teach, differentiating teaching Assessment of the learning process How to learn and think (critical thinking)

  10. 1. The Need For and Purpose of Assessment pp. 75 The need for students and teachers to monitorand evaluatelearning Assessment is an ongoing process of planning, practice, and reflection

  11. pp. 75 1. The Need For and Purpose of Assessment

  12. pp. 75 1. The Need For and Purpose of Assessment Assessment fulfills this purpose by: Allowing Ss & Ts to respond to information obtained from monitoring and evaluatingstudent learning.

  13. Table 1.1 p. 76 1. The Need For and Purpose of Assessment What classroom assessment can show us:

  14. Table 1.2 p. 76 2. Types of Assessment Contemporary Classroom Assessment Traditional Classroom Assessment Learning Assessment Formative: observations, questioning Summative: exams, report cards

  15. p. 78 2. Types of Assessment- Examples

  16. Table 1.3 pp. 78 2. Types of Assessment

  17. Table 1.3 pp. 78 2. Types of Assessment

  18. Table 1.3 pp. 78 2. Types of Assessment

  19. Table 1.4 p. 79 3. The Classroom Assessment Process

  20. Table 1.5 p. 80 3. The Classroom Assessment Process

  21. pp. 80 4. Classroom Assessment Strategies Tips for classroom assessment strategies: Use them as a framework Modify them to your classroom situation If possible assessment should be in English Read up and look for resources

  22. Table 1.5 pp. 81-82 4. Assessment as Learning Strategies

  23. Table 1.5 pp. 82-83 4. Assessment as Learning Strategies

  24. Table 1.6 pp. 83 4. Assessment for Learning Strategies

  25. Table 1.6 pp. 84 4. Assessment for Learning Strategies Teacher poses a question, observation, or challenge. Students pair up & combine their best answers. Students share their new improved answer w/the class. Students think and write out answers individually.

  26. Table 1.8 p. 87 4. Assessment of Learning Strategies - Rubrics

  27. Table 1.8 p. 87 4. Assessment of Learning Strategies - Rubrics

  28. Class Assessment pp.75-90 Best Practices for Monitoring and Evaluating Your Classroom

  29. Schedule Day 2: A little review Classroom assessment activity Classroom assessment activity feedback Questions/ Closing

  30. 1. The Need For and Purpose of Assessment

  31. 2. Types of Assessment- Examples

  32. Classroom Assessment Activity Objective:Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 1 Instructions: 1. Discuss and plan an assessment strategy based on the scenario given to you. 2. You need to answer all of the assessment process questions. 3. Keep your answers specific, succinct, and focused as possible with the time that you have.

  33. Classroom Assessment Activity Objective:Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 2 Instructions: Discuss the other group’s assessment plan that was given to you. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback. Write notes/ suggestions directly on the other group’s paper. When finished do not give back the paper.

  34. Classroom Assessment Activity Objective:Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 3 Instructions: 1. Each group will take a turn giving feedback to the other group. 2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback. 3. When you explain, give specific reasons why you chose the strategy/strategies, or why you agreed or disagreed with them.

  35. Feedback and Questions moonasard@gmail.com Blog in the lecture book

  36. Sources Bibliography and Links Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1–2), 5–24. Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000. Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom." System 20.4 (1992): 439-456. Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042. 1995. Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and commenting." Language Testing 25.4 (2008): 553-581.

  37. Sources Assessment Basics and Concepts http://www.celt.iastate.edu/teaching/cat.html http://www.cmu.edu/teaching/assessment/assesslearning/index.html http://www.cmu.edu/teaching/assessment/index.html Assessment Strategies https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity4_4A.pdf http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html http://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf Rubrics http://www.schrockguide.net/assessment-and-rubrics.html http://edtechteacher.org/index.php/teaching-technology/assessment-rubrics http://www.nwic.edu/assessment/AssessmentResources/rubrics/InstructionRubric.pdf

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