Multiple Assessments: moving towards Integrated Assessment Secondary School Workshop

1. Multiple Assessments: moving towards Integrated Assessment Secondary School Workshop Dr. Caroline Linse

2. To become familiar with different definitions and descriptions of assessment. • To contrast Multiple Assessment with Integrated Assessment. • To identify different purposes of assessment. • To describe the types of assessment that are currently taking place. • To review different suggestions for integrated assessment.

3. To become familiar with the grammar that can be taught as part of communicative activities.

4. Activities • Introductory Name Activity • Descriptions of Assessment • Sample Grammar Based Activities – Integrated with Assessment

5. IntroductoryActivity • Introductory Name Activity – • Answer the following questions. Be sure to write complete sentences. • Find a partner. Ask your partner the questions. • What grammar patterns are being practiced?

6. Design a name tag for your partner. The name tag becomes a tool for you to practice language and introduce your partner.

7. Introductory Name Activity • Get into groups of 4-7. Introduce your partner to the rest of the group. Use the construction: • This is my partner. • Her/his name is…. • Her/his favorite color is ….

8. Assessment Focus • What language was being used? • You could assess the ability to use: Possessive pronouns You could use teacher assessment or student self assessment or peer assessment to determine if students are using the correct grammatical construction.

9. Description of Assessment • Assessment is an appraisal. • It is the gathering of information necessary to take action. It can be negative or positive.

10. What assessments did you conduct today? • Did you decide to drive or take the bus? What information - assessments did you use to make your decision? • Did you decide to bring an umbrella or leave your umbrella at home? • Write down three to five assessments that you conducted in the last twenty four hours.

11. Description of Assessment • Turn to the person sitting next to you and describe the assessments that you have done in the last 24 hours.

12. Description of Assessment • Think about the types of assessments that you conducted. • Where all of the assessments the same or were they different? • For example, did you listen to the weather so you could decide if you were going to take an umbrella? • Did you smell the milk to decide if you were going to use it for your coffee or throw it away?

13. Assessment is Integrated into Life • We are assessing all of the time. Assessment is integrated into life.

14. Description of Assessment • How many different forms of assessment did you do? • Were the assessments separate or part of your life? • Assessment is integrated into life.

15. Integrated Assessment is merely a way to integrate multiple assessment practices into classroom instruction.

16. Classic Assessment Distinctions • Formative Assessment • Summative Assessment- BCT - GEPT - TOEFL - TOEIC - IELTS - University and College Entrance Exam

17. Formative & Summative Assessment Formative Assessment This type of assessment takes place during different the instructional process or cycle. Summative Assessment This type of assessment takes place at the end of the instructional process or cycle.

18. Formative - Summative Assessment • Think about the type of assessments did you do in the last 24 hours? Formative or summative? Why do you think so?

19. What is multiple assessment? • Multiple Assessment can refer to - formative assessment - summative assessment. • Multiple Assessment can refer to observations, portfolios, self assessment, peer assessment, games, worksheets, comments from parents, etc. • Educational Assessment like assessment in real life needs to be integrated.

20. Need for Integrated Assessment • Teachers are challenged with up to 12 classes that they must teach and assess. • Multiple Assessment has the unfortunate implication that it is something multiple to be added to what is already taking place in the classroom. • Integrated assessment should reflect good instruction and be multifaceted in nature.

21. Multiple Assessment Versus Integrated Assessment There are multiple forms of assessment that are already taking place in Taiwanese classrooms. The goal is to expand and integrate forms of assessment into regular classroom instruction. For middle school the goal is to integrate other forms of assessment that will prepare students for the BCT.

22. Moving Beyond Testing • Testing versus Learning • Consider the way children learn to speak in their home language. How are learners assessed?Are they tested? • Think about the different things children do with language.

23. Discussion of testing • Multiple Assessment is needed because concerns about formative and summative assessment and the negative ramifications of testing.

24. Washback Effect • Testing has been known to have very negative washback effects. Testing can cause learners to be disinterested in the learning process.Testing does not often have a direct relationship to the language that learners find to be meaningful.

25. Moving Beyond Testing • When children learn their home language they use it to accomplish different things. Parents, other caregivers and teachers use a variety of techniques, mainly informally to assess how well children are learning listening and speaking skills. The assessment is not test based.

26. Purposes of Assessment • What do you think are the different aims or purposes of assessment that take place in ELT public school classrooms in Taiwan?

27. Purposes of Assessment • To determine if the learners find the content to be too easy, too difficult, interesting, boring, etc. • To determine how well students feel about what they are learning and how high they are trying. • To assign grades or scores. • To be a motivational tool for learners. • To gather data regarding learner progress.

28. Purposes of Assessment • To determine if the curricular guidelines are appropriate and being followed. • To serve as a data source for parents. • To serve as a data source for the Ministry of Education. • To serve as a data source for textbook publishers in Taiwan.

29. Purposes of Assessment • To prepare students for high stakes examinations.

30. Preparing for High Stakes Exams • What do you include on the monthly tests? • List the content that you include. Each group will include different content. • 1st grade • 2nd grade • 3rd grade

31. Need for Integrated Assessment in Taiwan • It reflects the spirit of recommended ELT practices. • It can promote positive washback. • It can be adapted to a wide variety of assessment purposes.

32. Integrated Assessment • Assessment needs to be integrated into textbooks. • Assessment needs to be integrated into all phases of instruction.

33. Assessment Integrated into Foreign Language Instruction • The US State of Wisconsin has strived to integrate assessment into instruction. • Look at the video and write down three ways that assessment is integrated into instruction.

35. World Language Assessment • http://www.youtube.com/watch?v=baIeA8UrkEo • This video from Wisconsin shows how assessment is integrated into teaching and learning.

36. Assessment Suggestions – to be integrated with instruction • Sample Activities – Concentration • Listen and Follow the instructions to create the game.

37. What language can students practice with this game?

38. Self Assessment Rubric- I can use is/are correctly. Never Sometimes Often Always Peer Assessment Rubric- My partner can use is/are correctly Never Sometimes Often Always

39. Rubrics are scoring guides. Each group will need to create a rubric. Tomorrow you will create a lesson based on the curricular guidelines that utilize a different form of assessment.

40. Aim of Assessment Rubrics- • Assessment rubrics are designed to serve as a menu. • Select several items from the assessment rubrics to use during a particular lesson.

41. Finish your rubrics. • You may want to add additional items to your rubrics. You may also want to be more specific with the criteria.

42. Present your rubric. • You might want to add comments about how the rubric will help students prepare to communicate for the current or future BCT.

43. Simple Story Map • Listen to the story. Make a simple story map. Look at the story map. You do not need to see the pictures of the story as I read it aloud.

44. Testing Miss Malarkey by Judy Finchler

45. Simple Dialogue Map • Create your own simple dialogue map. • Characters – Names and who they are (a boy, a mom, etc.) • Where are they? • What are they talking about or trying to do?

46. Rubric • I understand the dialogue. • I know who the characters are? • I know where they are. • I know what they are talking about or trying to do.

47. Story Map or Dialogue Map • Get into groups of 3 or 4. • Each group will create a story map or dialogue map. The dialogue map or story maps will come from the textbooks. Selected groups will present the story or dialogue maps.

48. Lesson plans with rubrics. • Each group will need to prepare a mini-three to five minute lesson. You will need to also prepare a teacher assessment rubric and another rubric. Each rubric only needs to have one or two items on it.

49. Copies of the Rubric in advance. Prepare you’re the rubric for your lesson before you give the minilesson.

50. Minilesson presentations- (5 minutes per group) • Each group will present the lessons to the rest of the group. • One member of your group will need to go over the assessment rubrics at the end of the lesson.