Assessment system


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Assessment system

  1. 1. SPOTLIGHT ON ENGLISH BOOK 1 Assessment System Pre-Assessment It measures general language development and specific skills in LRWS. Scores are converted into beginning, early intermediate, intermediate, early advanced. and advanced levels. Observations while students work on activities and solve problems with peers. Observer takes notes and records student´s performance on how language is used to communicate. Two domains of language: comprehension (listening and pre-reading) and production (speaking and pre-writing). Performance vs Language proficiency RubricsBeginning level Intermediate Level Advanced levelComprehension Comprehension ComprehensionStudent requires visual or tactile cues, but misinterprets them Student comprehends simple communications without visual cues when dealing Student comprehends main ideas and important details on manyStudent may misinterpret non-verbal communication (gestures-facial with familiar topics topics without reliance on contextual cluesexpressions) Student makes use of non-verbal cues to interpret verbal message Student correctly interprets non-verbal cues, but does not rely onVerbal communication requires contextual clues for student to Student comprehends general ideas of more complex communication, while them to understand messageunderstand message missing details Student is able to identify details that need clarification in a message,Meaning is lost due to student´s lack of familiarity with linguistic Student´s comprehension is limited by unfamiliarity with grammatical structures and understand the impact of these details on the rest of the messagestructures (verb tense and word order) As student increases in proficiency, ability to anticipate (and mis-anticipate) the Student´s comprehension is rarely hindered by unfamiliarity withStudent may not distinguish pauses during communication from meaning of messages increases grammatical structuresconclusion of message. Student can accurately interpret meaning of pauses, including the end of a Student is usually able to anticipate the meaning of messages whenComprehension of message is enhanced by access to native language message dealing with familiar topicssupport Student may occasionally benefit from access to some native language support Student can accurately interpret the meaning of pauses, including the end of a message Student does not require native language supportProduction Production ProductionStudent primarily uses gestures and body language for communication, Student uses some gestures and body language appropriate to American culture Student has mastered most gestures and body language used bymore home culture than American culture Student communicates with little dependence on gestures AmericansStudent´s messages tend to depend on gestures, facial expressions, and Student´s communications often include sentences, especially when discussing Student does not depend on gestures to communicateother contextual clues familiar topics Student´s communications often include connected sentences andStudent´s verbal communication are typically limited to isolated words Student´s pronunciation and intonation patterns allow for communication with paragraphs with logical progressionor memorized phrases teachers or others accustomed to communicating with ESL students Student´s pronunciation and intonation patterns allow forStudent may be able to repeat words with native-like pronunciation and When encountering difficulty communicating, student modifies and/or rephrases communication with most native speakersintonation, but not spontaneously message to enhance comprehension Student rarely encounters difficulty communicating, unless topicWhen encountering difficulty communicating, student tends to repeat Student rarely mixes words from native language into English messages when especially unfamiliarwords and phrases rather than rephrasing discussing familiar topics Student is able to communicate without using words from nativeStudent may mix words from native language into English messages As student shifts from repetition of language structures to creative expression, languageStudent lacks ability to convey meaning through grammatical structures, grammatical errors may increase along with ability to convey meaning and Student self-corrects even when errors do not impede communicationverb tense, word order) express feelings Student´s responses are rarely inappropriate to stimulusStudent´s response sometimes inappropriate to stimulus Student´s responses are generally appropriate to stimulus SPOTLIGHT 1 1