Aiming for teaching and learning excellence
Learning intentionsBy the end of this workshop you: Will have an understanding of the inter-relationships between assessm...
Assessment       design criteria         EVIDENCE OF          LEARNINGPerformance                  Task design Standards
AssessmentESL Stage 2                ESL Studies 1. Communication          1. Issue analysis    Study                  2. ...
Exploring the interrelationships1. What do the Assessment design criteria really mean?                       UNPACK2. What...
Assessment design criteria1. Knowledge and Understanding2. Analysis3. Application4. Communication
Knowledge and UnderstandingKU1: ideas, concepts and issues in texts List, describe, locate, recognise, recall Interpret,...
KU1: ideas, concepts and issues in textsESL Studies/ESLA. Report on the problems, causes and solutions of your   investiga...
Knowledge and understandingKU2: relationship between context and texts The context that a text occurs affects the languag...
KU2: relationship between context and textsESL                          ESL StudiesA. Give a formal speech to   A. Present...
Knowledge and understandingKU3: ways that texts are composed for specific purposes and audiences This relates to an overa...
KU3: ways that texts are composed for specific purposes and audiencesESL                           ESL StudiesA. Write a n...
Knowledge and UnderstandingKU4: Context-specific, technical vocabulary Context specific includes formulaic phrases e.g.  ...
KU4: Context-specific, technical vocabularyESL                                 ESL StudiesA. Write an article for the     ...
Knowledge and understanding Critically analyse your task Does the task assess the assessment design criteria  specified?...
AnalysisAn1: Relationship between purpose, structure and language features Requires students to be meta-cognitive about t...
An1: Relationship between purpose,structure and language featuresESL                                   ESL Studies/ESLA. H...
AnalysisAn2:Location, recording, analysis and synthesis of ideas, information and opinions from a range of textsAnalytical...
An 2:Location, recording, analysis and synthesis ofideas, information and opinions from a range of textsESL               ...
Analysis Critically analyse your task Does the task assess the assessment design criteria  specified? Does the task dir...
ApplicationAp1: Selection and use of information from a range of sources “Use” refers to summarising and synthesising  in...
Ap1: Selection and use of information from arange of sourcesESL                            ESL StudiesA. Report on the fin...
ApplicationAp2: Meaning that is conveyed and exchanged in familiar and unfamiliar contexts Applying language to make mean...
Ap2: Meaning that is conveyed and exchanged infamiliar and unfamiliar contextsESL                            ESL StudiesA....
ApplicationAp3: Use of text-appropriate language features to make meaning Cohesive devices important Certain language fe...
Ap3: Use of text-appropriate language features tomake meaningESL                              ESL Studies                 ...
Application (ESL)Ap4: Interaction with other people in order to convey information and opinions Interactions in stage 2 m...
ESL Ap4: Interaction with other people in order to convey information and opinionsESLA. Convey information and express you...
Application (ESL Studies)Ap4: Use of evidence from a range of sources to build logical and coherent texts or arguments Re...
ESL Studies Ap4: Use of evidence from a range of sources to build logical and coherent texts or arguments ESL Studies A. I...
Application Critically analyse your task Does the task assess the assessment design criteria  specified? Does the task ...
CommunicationC1: clarity and coherence in written and spoken communication, appropriate vocabulary Coherence = coherent ...
C1: clarity and coherence in written and spoken communication, appropriate vocabulary  ESL Studies/ESL  A.   Discuss your ...
CommunicationC2: Demonstration of grammatical control and complexity Nominalisation, passive voice, complex sentences,  e...
C2: Demonstration of grammatical control and   complexityESL                            ESL StudiesA. Demonstrate a recipe...
CommunicationC3: Use of formal and objective language Important that this is only assessed if relevant to the  context, p...
C3: Use of formal and objective languageESL                               ESL StudiesA. Write a letter from one        A. ...
CommunicationC4: Use of interpersonal language to sustain spoken interaction Language that ‘opens up’ dialogue and gives ...
C4: Use of interpersonal language to sustain   spoken interactionESL                           ESL Studies                ...
Communication Critically analyse your task Does the task assess the assessment design criteria  specified? Does the tas...
General advice on task design Use the language of the performance standards in your  task Make assessment design criteri...
2 Groups Assessment reports Performance standards and task design Questions
 Thank you for your participation Please collect your certificate
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Stage 2 ESL and stage 2 ESL Studies 2012

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SACE Stage 2 ESL and ESL Studies Subject Information Session, February 2012.
Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.

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  • Go through the four assessment design criteriaEsl Studies task exampleGoodBadESL Good BadDeconstruct each design criteriaThen look at your own tasks:
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • A lot of students would simply state that ‘my language choices matched the audience and purpose’ without describing exactly what the purpose was or who the audience was in any depth or detail. Refer to demonstrating kn and understanding –student must be able to explain and describeWhat is the purpose of the text? (To inform, to persuade, to explain, to instruct) GENREWho is the intended audience? This will affect the language choices
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Be careful if assessing this criteria and C2 complex language and C3: formal and objective language
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Communication –Written evaluation and Language Application written evaluation must have these featuresESL Studies – May be implicit in tasks – eg, how effectively does Investigation follow report structure and language; how well suited is Investigation tutorial to audience’s knowledge and interaction style; how well does creative writing reflect chosen genre’s features; how well suited is Investigation tutorial to audience’s knowledge and interaction style; how appropriate is Exam letter to context, content and chosen audience
  • Check ESL studies different
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?Lots of different genres in this: Recounts, information report
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Initiation repsonse feedback
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenExplicitly state what the context is and what kind of language e is appropriate?
  • Does the task…..? Appropriate language choices for the context (cultural and situational) of the textAppropriate Field (topic vocabulary)Appropriate Tenor (formal/informal)Appropriate Mode (written/spokenMONOLOGIC IN A AND DIALOGIC IN bExplicitly state what the context is and what kind of language e is appropriate?
  • Stage 2 ESL and stage 2 ESL Studies 2012

    1. 1. Aiming for teaching and learning excellence
    2. 2. Learning intentionsBy the end of this workshop you: Will have an understanding of the inter-relationships between assessment design criteria, task design and performance standards in Stage 2 ESL and ESL Studies Will be able to refine your assessment tasks so that your students have the best opportunity to achieve the A standard …and a small disclaimer...
    3. 3. Assessment design criteria EVIDENCE OF LEARNINGPerformance Task design Standards
    4. 4. AssessmentESL Stage 2 ESL Studies 1. Communication 1. Issue analysis Study 2. Text Production 2. Text Production 3. Investigation 3. Language Application 4. Examination 4. Investigation
    5. 5. Exploring the interrelationships1. What do the Assessment design criteria really mean? UNPACK2. What do they look like in a task? TASK DESIGN ANALYSIS3. How do I elicit them? TASK DESIGN ANALYSIS4. How do I enable the opportunity to reach the A standard? UNPACKING THE PERFORMANCE STANDARDS
    6. 6. Assessment design criteria1. Knowledge and Understanding2. Analysis3. Application4. Communication
    7. 7. Knowledge and UnderstandingKU1: ideas, concepts and issues in texts List, describe, locate, recognise, recall Interpret, evaluate, classify, summarize, infer, compare, explain, predict Broad topic and detail of issues
    8. 8. KU1: ideas, concepts and issues in textsESL Studies/ESLA. Report on the problems, causes and solutions of your investigation topicB. Discuss different points of view of your investigation topic and reach a justified conclusion Which task could elicit stronger evidence of learning? Why?
    9. 9. Knowledge and understandingKU2: relationship between context and texts The context that a text occurs affects the language choices (Field, Tenor and Mode) Describe, explain or demonstrate particular language choices for the context Aim for a clearly defined and specific context
    10. 10. KU2: relationship between context and textsESL ESL StudiesA. Give a formal speech to A. Present a tutorial which the class explains the main points of your topic to the classB. Give a formal speech B. Lead a tutorial which at your good friend’s helps a small group of 18th birthday party students develop an informed opinion of your topic Which task could elicit stronger evidence of learning? Why?
    11. 11. Knowledge and understandingKU3: ways that texts are composed for specific purposes and audiences This relates to an overall understanding of genre/text types and associated language features Is the student ‘reporting, instructing, discussing, evaluating or persuading?’ Important to consider C2,C3
    12. 12. KU3: ways that texts are composed for specific purposes and audiencesESL ESL StudiesA. Write a newspaper A. Exam: Write a letter report on passive to the editor giving smoking your opinionB. Write an article for the B. Write a letter to the school newsletter that head of the explains the dangers of environmental passive smoking to committee calling for parents a clean up Which task could elicit stronger evidence of learning? Why?
    13. 13. Knowledge and UnderstandingKU4: Context-specific, technical vocabulary Context specific includes formulaic phrases e.g. “please hold your applause until the end of the presentation” Consider C2,C3 Consider the level of technical vocabulary a topic has
    14. 14. KU4: Context-specific, technical vocabularyESL ESL StudiesA. Write an article for the A. Summarise the film and school magazine about explain how the your first day in characters felt about Australia arranged marriageB. Write an article for your B. Using evidence from the school magazine that film, argue for or against explains how culture arranged marriages shock affects international students studying at your school Which task could elicit stronger evidence of learning? Why?
    15. 15. Knowledge and understanding Critically analyse your task Does the task assess the assessment design criteria specified? Does the task direct students to demonstrate their learning of the specified assessment design criteria? Does the student have the best opportunity to achieve an A performance standard? What scaffolding is required outside the task sheet?
    16. 16. AnalysisAn1: Relationship between purpose, structure and language features Requires students to be meta-cognitive about their analysis Explicit vs implicit evidence Why particular language features/structures are appropriate for a particular text purpose Requires reflecting-on-action Critical thinking
    17. 17. An1: Relationship between purpose,structure and language featuresESL ESL Studies/ESLA. How has the purpose of A. Discuss with your the text influenced its teacher the main ideas organisation, formality and and your research language features? processB. Describe the purpose of B. Discuss the usefulness your text. Explain why the and effectiveness of your language and layout you sources in helping you chose suited the text’s develop your opinion purpose. Which task could elicit stronger evidence of learning? Why?
    18. 18. AnalysisAn2:Location, recording, analysis and synthesis of ideas, information and opinions from a range of textsAnalytical processes: Breaking information down into parts, determining how the parts relate Comparing, contrasting Distinguish between relevant and irrelevant Synthesis: reorganising information to suit purpose
    19. 19. An 2:Location, recording, analysis and synthesis ofideas, information and opinions from a range of textsESL ESL StudiesA. Report the findings of your A. In the exam essay, use investigation in no more evidence and quotes from than 500 words the text to support yourB. Find sources, summarise the argument information, break down the B. In the exam essay, combine information into relevant ideas from different texts parts to write your own ideas and explain them in your about your topic. own words to create your argument Which task could elicit stronger evidence of learning? Why?
    20. 20. Analysis Critically analyse your task Does the task assess the assessment design criteria specified? Does the task direct students to demonstrate their learning of the specified assessment design criteria? Does the student have the best opportunity to achieve an A performance standard? What scaffolding is required outside the task sheet?
    21. 21. ApplicationAp1: Selection and use of information from a range of sources “Use” refers to summarising and synthesising information Use information purposefully as evidence Selection of sources, and of information
    22. 22. Ap1: Selection and use of information from arange of sourcesESL ESL StudiesA. Report on the findings of A. Based on your research, your investigation using at write a report on the least 3 primary/secondary different types of sources renewable energyB. Select relevant information B. Based on your research, from 3 P/S sources to write a discussion essay formulate your own examining whether or opinion or communicate not homeowners should your knowledge of the install solar panels topic Which task could elicit stronger evidence of learning? Why?
    23. 23. ApplicationAp2: Meaning that is conveyed and exchanged in familiar and unfamiliar contexts Applying language to make meaning-should be appropriate to the purpose of the text Logical structure, systematic Most tasks involve an unfamiliar context for students
    24. 24. Ap2: Meaning that is conveyed and exchanged infamiliar and unfamiliar contextsESL ESL StudiesA. Choose to conduct a sport report, news report, a A. Write a diary based on lifestyle report or a report The Princess and the Pea on a social event…….B. Recount an event (sporting, social or political). Present B. Write an online hotel your recount as a Television review based on The report for the 6.00pm news Princess and the Pea to the year 8 class Which task could elicit stronger evidence of learning? Why?
    25. 25. ApplicationAp3: Use of text-appropriate language features to make meaning Cohesive devices important Certain language features are necessary in order for the text to make meaning E.g Modal verbs in persuasive texts
    26. 26. Ap3: Use of text-appropriate language features tomake meaningESL ESL Studies A. Write an essayA. Write a response to the summarising the story and issue of apartheid from the explaining Ana’s personal perspective of Steve Biko. journey B. Using examples from theB. Take the role of Steve Biko. film, write an exposition Write a letter to the essay arguing for or against president of the United the statement, “family is Nations, calling for an end more important than to apartheid career” Which task could elicit stronger evidence of learning? Why?
    27. 27. Application (ESL)Ap4: Interaction with other people in order to convey information and opinions Interactions in stage 2 must be more than a simple IRF exchange Must be more than recounting Teacher’s role is to pose questions that enable the student to exemplify, expand, justify, clarify
    28. 28. ESL Ap4: Interaction with other people in order to convey information and opinionsESLA. Convey information and express your opinion of the issue in the text with your teacherB. Have a debate with your teacher to express and justify your opinion on the issue. Challenge the opinion of your teacher using your knowledge and understanding of the issue Which task could elicit stronger evidence of learning? Why?
    29. 29. Application (ESL Studies)Ap4: Use of evidence from a range of sources to build logical and coherent texts or arguments Restructuring of information to be appropriate and logical in new text/context Paraphrasing Evidence supports arguments in text
    30. 30. ESL Studies Ap4: Use of evidence from a range of sources to build logical and coherent texts or arguments ESL Studies A. In your discussion, explain the key points you found in your research B. In your discussion with the teacher, give and justify your opinion based on your research Which task could elicit stronger evidence of learning? Why?
    31. 31. Application Critically analyse your task Does the task assess the assessment design criteria specified? Does the task direct students to demonstrate their learning of the specified assessment design criteria? Does the student have the best opportunity to achieve an A performance standard? What scaffolding is required outside the task sheet?
    32. 32. CommunicationC1: clarity and coherence in written and spoken communication, appropriate vocabulary Coherence = coherent A quality of sentences, paragraphs, and texts (spoken or written) when all parts are clearly connected Achieved by text connectives, conjunctions, theme and rheme choices Clear purpose – knowing which ‘parts’ are required for the purpose
    33. 33. C1: clarity and coherence in written and spoken communication, appropriate vocabulary ESL Studies/ESL A. Discuss your issue with the teacher, talking about main ideas and your opinion B. In the role of an expert explaining key ideas and giving your opinion, discuss your issue with your interviewer Which task could elicit stronger evidence of learning? Why?
    34. 34. CommunicationC2: Demonstration of grammatical control and complexity Nominalisation, passive voice, complex sentences, embedded clauses, complex nominal groups, foregrounding Punctuation, spelling
    35. 35. C2: Demonstration of grammatical control and complexityESL ESL StudiesA. Demonstrate a recipe of your choice A. Retell the story fromB. Instruct, demonstrate and Donkey’s point of view explain the importance of each step in a recipe of B. Choose one significant your choice. Include an event from the film and evaluation of the create a sensational news ingredients and final report about the event product Which task could elicit stronger evidence of learning? Why?
    36. 36. CommunicationC3: Use of formal and objective language Important that this is only assessed if relevant to the context, purpose and audience of the text Consider the social distance between real or imagined reader/author
    37. 37. C3: Use of formal and objective languageESL ESL StudiesA. Write a letter from one A. Write a letter from Anh to film character to another Khoa reflecting on their childhood B. Write a formal letter ofB. Write a letter to one of the support from one of his actors in the film teachers supporting Khoa’s explaining why his/her nomination as Young character was impressive Australian of the Year Which task could elicit stronger evidence of learning? Why?
    38. 38. CommunicationC4: Use of interpersonal language to sustain spoken interaction Language that ‘opens up’ dialogue and gives room for negotiation (modality) Paraphrases, summarizes the other person Open-ended questions
    39. 39. C4: Use of interpersonal language to sustain spoken interactionESL ESL Studies A. Use your discussionA. Choose something that activity to check the interests you and teach it to audience’s a younger student understanding of yourB. Choose an activity or game topic that requires two people to B. Lead the group in a participate. Explain how to discussion of their play the game to another opinion on the issue person Which task could elicit stronger evidence of learning? Why?
    40. 40. Communication Critically analyse your task Does the task assess the assessment design criteria specified? Does the task direct students to demonstrate their learning of the specified assessment design criteria? Does the student have the best opportunity to achieve an A performance standard? What scaffolding is required outside the task sheet?
    41. 41. General advice on task design Use the language of the performance standards in your task Make assessment design criteria visible
    42. 42. 2 Groups Assessment reports Performance standards and task design Questions
    43. 43.  Thank you for your participation Please collect your certificate

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