Oral language assement
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Oral language assement

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    Oral language assement Oral language assement Presentation Transcript

    • UNIAMAZONIACILENA CUELLAR 2012
    • Information Gap• Is the ability of one person to give information to another.• This information may involve descriptions of pictures, mapas, or manipulatives.• Is prepared by the teacher but not by students.• Assess the following: describing, giving information, and give directions.
    • Story/Text RetellingInvolve having students retell stories ortext selections that they have listenedto or read.Language function most likely used instory/text retelling are describing,giving information, and summarizing.
    • Students can also read stories theythemselves have written or that theteacher has written for them.Select a story depending the students`level.Ask the student to tell you in his or herown words what the story or text isabout.
    • Improvisations/Role-plays/SimulationsThese activities are authentic becausethey involve language use in interactivecontext.Dramatic activities have been shows toreduce anxiety, increase motivation,and enhance language acquisition.
    • Improvisations call for students togenerate language given an oral or writtencue.Students interact following the directions.Role plays assign distinct roles to eachstudent and ask them to speak throughthese roles.• Is more structured than improvisations
    • Simulations provide a context or situationin which students need to interact in orderto solve a problem or make a decisiontogether.• joint discussion• Decision• Making activities• Sociodrama (solution to a social problem)• Pairs or groups of students
    • Oral ReportsOffer a real-life listening comprehensionopportunity which can provide new andinteresting information to the listener.• Develop the public speaking skils.• Require thorough preparation by students• Can be designed at all levels of proficiency.
    • Debates Can present oppotunities for students to participate.Is a type of role play where the studentsare asked to take sides on an issue anddefend their positions.
    • RECORDING TEACHER OBSERVATIONSThe importance of documentingteacher observations by usingrating scales, rubrics, or checklistsor by keeping anecdotal records.
    • Teacher Observation Documentation can take the form of checklists, rubrics, rating scales, or anecdotal records and can be done on an individual basis, in pairs, or in groups.
    • • Checklists: Only allow nothing the presence or absence of a particular feature.• Rubrics or rating scales: Allow for documenting the degree of oral language proficiency.• Anecdotal records: Allow for more qualitative descriptions of students performance.
    • Anecdotal RecordsConsist of brief notes made shortlyafter a student has been observedmaking progress in a key area.Organizing• Keeping a notebook with a section on each student.
    • Selecting• A few students to observe each week.To write anecdotal records, you need tofollow:1. Describe a specific event or product2. Report rather that evaluate or interpret3. Relate the material to other facts known about the student.
    • ORAL LANGUAGE PORTAFOLIOS• They provide continuous information on student growth over time• They are authentic• They are directly linked to classroom intruction• They are multidimentional• They call for student reflection in the form of self-assessment.
    • Using Oral Language Assessment in InstructionTeachers need to make decisions regardinggrades, placement, and modifications ininstruction.• Regarding grades: how to convert performance ratings into grades.• Regard to placement: Can provide specific implications relating to different levels of language proficiency.
    • • Making decisions Adapting instruction to students needs. Gruping students Communicating progress to students an parents
    • Conclusions• Assessment of oral language requieres planning, time, and experience• All students should be envolve in each of these situtions.• These tools sould help students to improve their knowledge, for they can communicate in a real context.
    • BLIBLIOGRAPHYUnderhill 1987Brown and Yule 1983Omaggio hadley 1993Forrest 1992Richard Amato 1988Scarcella 1987Gonzales Pino 1988