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Authentic Assessment (多元評量) Methods Workshop (12/6/2013)

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Authentic Assessment Methods Workshop delivered at Yunlin Elementary School in Douliu, Yunlin County, Taiwan.

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Authentic Assessment (多元評量) Methods Workshop (12/6/2013)

  1. 1. AUTHENTIC ASSESSMENT (多元評量) METHODS WORKSHOP Anita Chiou Yunlin Elementary School December 6, 2013
  2. 2. My Background • Master of Arts in Teaching, University of Southern California, CA • Bachelor of Arts in International Relations, Claremont McKenna College, CA • Study Abroad at St. Catherine’s College, Oxford University, UK • California State Teaching Credential in English • California State Teaching Credential in Social Science • Cambridge University CELTA Pass A Certificate • Proficient in English, Spanish, Mandarin Chinese, and Hakka 2 (c) 2013 Anita Chiou
  3. 3. What is Authentic Assessment? • Refers to the measurement of “intellectual accomplishments that are worthwhile, significant, and meaningful”.1 • “A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.” 2 1 Wehlage, G.G., Newmann, F.M., & Secada, W.G. (1996). Standards for Authentic Assessment and Pedagogy. In F.M. Newmann & Associates (Ed.), Authentic Assessment: Restructuring Schools for Intellectual Quality (pp. 21-48). San Francisco, CA: Jossey-Bass. 2 Mueller, J., 2011, Authentic Assessment Toolbox at http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm, accessed 29 November 2013. 3 (c) 2013 Anita Chiou
  4. 4. Other Names for “Authentic Assessment” • Performance Assessment • Performance-based Assessment • Rubric-based Assessment 4 (c) 2013 Anita Chiou
  5. 5. Clarifying the Concept of Authentic Assessment 多元評量概念澄清 1. Do not eliminate written assessments. 多元評量並非廢除紙筆測驗。 2. Should not be used only for variety’s sake. 多元評量莫為多元而多元。 3. Are not the endpoint of learning. 多元評量並非學習終點。 4. Will not solve all the problems with assessment. 多 元評量並非萬靈丹。 5. Are not the objective of a lesson. 多元評量並非目的。 6. Are not subjective assessments. 多元評量並非主觀評量。 (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop 5
  6. 6. Why Do You Assess? • Because our schools say we need to? • Because the County says we need to? • MOE? 6 (c) 2013 Anita Chiou
  7. 7. Reasons We Assess (I) To make decisions • To place students in a course • To admit students to a program • To decide what to teach • To decide what needs to be reviewed (c) 2013 Anita Chiou To report students’ • Grades • Progress Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop 7
  8. 8. Reasons We Assess (II) To monitor students’ • Performance and achievement • Strengths and areas for improvement (c) 2013 Anita Chiou To monitor our own effectiveness as teachers • Did the students learn what I expected? How do I know? • How can I improve on my teaching? Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop 8
  9. 9. The Relationship Between Assessment, Testing, and Teaching • Assessment is an important part of teaching and learning, and is more than just testing. There are many ways to assess students without using tests. Source: Hsu, M. (2013). “英 語教學與多元評量理論與實 務; 102年4月27日花蓮縣工作 坊” workshop Adapted from Brown, H.D. (2004). Language Assessment. White Plains, NY: Longman. 9 (c) 2013 Anita Chiou
  10. 10. Assessments Support Teaching and Learning (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge, UK: Cambridge University Press. 10
  11. 11. The 5 Principles of Assessments • • • • Practicality 切乎實際 Reliability 信度 Validity 效度 Authenticity 真實性 – Authentic assessments reflect natural uses of language. • Washback 回沖效應 – Washback refers to the outcomes of the assessment for the learner, the teacher, and the teaching context. (Positive washback can motivate the SS to learn more, positively influence the T in what and how to teach, and can improve the classroom environment for learning.) (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop Coombe, C., Folse, K., and Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. Ann Arbor, MI: University of Michigan Press. 11
  12. 12. Fill-in-the-blank Quiz 1. If two teachers give a different score to the same student on the assessment, the assessment is lacking in ___________. reliability 2. If an assessment is supposed to assess reading, but the task is for students to write an essay, the assessment is weak in validity ___________. 3. If an assessment demotivates learners, it does not demonstrate the principle of _______ washback positive _________. (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop 12
  13. 13. When Should We Assess English Learners? In the Beginning (Initial or Diagnostic Assessment) • Purpose: “to gain information about students’ levels of English in order to tailor future instruction to meet students’ specific language needs.” During Teaching (Formative Assessment Process) • Purpose: “to strengthen students’ abilities to assess their progress, to set and evaluate their own learning goals, and to make adjustments accordingly. [It] also elicits valuable feedback from students about what teachers are doing effectively and what they could do better.” At the End (Summative Assessment) • Purpose: “mainly used at the end of an instructional sequence or grading period to measure student learning.” (c) 2013 Anita Chiou Source: Ferlazzo, L., Hull Sypnieski, K. (2012). The ESL / ELL Teacher’s Survival Guide. San Francisco: Jossey-Bass, p. 278-285. 13
  14. 14. Creating Authentic Assessments • Authentic assessment encourages the integration of teaching, learning and assessing. Source: Leeward Community College. (2013). Authentic Assessments at http://blogs.leeward.haw aii.edu/iteach/step1assessments/, accessed 3 December 2013. 14 (c) 2013 Anita Chiou
  15. 15. What is Authentic Assessment? • An authentic assessment includes: 1. An authentic task for students to perform, 2. A rubric / scoring guide by which the performance on the task will be evaluated. (c) 2013 Anita Chiou Source: Leeward Community College. (2013). Authentic Assessments at 15 http://blogs.leeward.hawaii.edu/iteach/step1-assessments/, accessed 3 December 2013.
  16. 16. Authentic Assessment Process (c) 2013 Anita Chiou Source: Leeward Community College. (2013). Authentic Assessments at 16 http://blogs.leeward.hawaii.edu/iteach/step1-assessments/, accessed 3 December 2013.
  17. 17. The 4 English Language Skills 1 2 • Writing 3 • Listening 4 (c) 2013 Anita Chiou • Reading • Speaking 17
  18. 18. Skills Assessed in Authentic Assessment Tasks • • • • • • • • Reading and Listening Reading and Writing Reading and Speaking Listening and Writing Listening and Speaking Reading, Listening, and Writing Reading, Listening, and Speaking Reading, Listening, Writing, and Speaking 18 (c) 2013 Anita Chiou
  19. 19. Methods for Assessing Reading and Listening (c) 2013 Anita Chiou 19
  20. 20. Skills Assessed: Reading and Listening • Phonemic Discrimination – usually done with minimal pairs or word families – which sound did you hear? – Example: ship / sheep; tree / three; live / leave; thank / tank; her / hell • Good book: Baker, A. (2007). Ship or Sheep? An Intermediate Pronunciation Course, Second Edition. Cambridge, UK: Cambridge University Press. • Good book: Baker, A. (2007). Tree or Three? An Elementary Pronunciation Course, Third Edition. Cambridge, UK: Cambridge University Press. – Example: tall / ball; hop / pop; back / black; walk / talk • Good book: Seuss, Dr. (1963). Hop on Pop. New York, NY: Random House. 20 (c) 2013 Anita Chiou
  21. 21. Phonemic Discrimination Example sh ch shopping short fish English chair chicken lunch sandwich sheep ship cash mush cheap chip catch much (c) 2013 Anita Chiou 21
  22. 22. Skills Assessed: Reading and Listening • Reorder the Text – Listen to a text and put the lines in the right order • • • • Choose a text suitable to students’ level. Pre-teach any new vocabulary words. Dictate text or play recording of text at least twice. Discuss answers by eliciting answers from students. – Example: “Water Everywhere,” Exercise 3.11 • See Appendix 1. • Source: Nixon, C., and Tomlinson, M. (2005). Primary Pronunciation Box. Cambridge, UK: Cambridge University Press. (p. 118.) 22 (c) 2013 Anita Chiou
  23. 23. Skills Assessed: Reading and Listening • Reorder the Text 23 (c) 2013 Anita Chiou
  24. 24. Methods for Assessing Reading and Writing (c) 2013 Anita Chiou 24
  25. 25. Skills Assessed: Reading and Writing • Writing: Short Composition • Example • Write short narrative stories that include the elements of setting and character. Source: California Department of Education. (2012). California English Language Development Test (CELDT), Released Test Questions – Updated September 2012. Sacramento, CA: California Department of Education. (p. 29.) (c) 2013 Anita Chiou 25
  26. 26. Skills Assessed: Reading and Writing • Writing: Reading Comprehension Questions • After reading the text, answer questions about the text. Write the answers in the blanks. – Example: “Three Billy Goats” reading comprehension questions • See Appendix 2. – Book used: Arengo, S. (1998). Three Billy Goats, Beginner 1 Level, Oxford, UK: Oxford University Press Classic Tales. 26 (c) 2013 Anita Chiou
  27. 27. (c) 2013 Anita Chiou 27
  28. 28. Methods for Assessing Reading and Speaking (c) 2013 Anita Chiou 28
  29. 29. Skills Assessed: Reading and Speaking • Phonics – word families flipbook / flash cards – how many read in 30 seconds? 29 (c) 2013 Anita Chiou
  30. 30. Skills Assessed: Reading and Speaking • Role-play • Students read aloud a text with dialogue, each taking a speaker’s part. • Whole class: Assign each part to a group of students. • Small groups: Assign each part to one student. – Example: “Three Billy Goats” group activity • See Appendix 3. – Book used: Arengo, S. (1998). Three Billy Goats, Beginner 1 Level, Oxford, UK: Oxford University Press Classic Tales. 30 (c) 2013 Anita Chiou
  31. 31. Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, 1 4 (c) 2013 Anita Chiou 2 5 3 (c) 2013 Anita Chiou 31
  32. 32. 8 6 9 7 10 Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, 1998, (c) 2013 Anita Chiou 32
  33. 33. 13 11 14 12 15 Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, 1998, (c) 2013 Anita Chiou 33
  34. 34. 18 16 19 17 20 Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, (c) 2013 Anita Chiou 34
  35. 35. 21 23 24 22 Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, 25 (c) 2013 Anita Chiou (c) 2013 Anita Chiou 35
  36. 36. Skills Assessed: Reading and Speaking • Story Retelling • Using visual cues, students retell one part of a story taught. • Divide students into groups of 4 or 5. – Example: “Three Billy Goats” group activity • See Appendix 3. – Book used: Arengo, S. (1998). Three Billy Goats, Beginner 1 Level, Oxford, UK: Oxford University Press Classic Tales. 36 (c) 2013 Anita Chiou
  37. 37. Skills Assessed: Reading and Speaking • Reader’s Theater – Example: “Three Billy Goats” RT Script • See Appendix 4. – Book used: Arengo, S. (1998). Three Billy Goats, Beginner 1 Level, Oxford, UK: Oxford University Press Classic Tales. 37 (c) 2013 Anita Chiou
  38. 38. Methods for Assessing Listening and Writing (c) 2013 Anita Chiou 38
  39. 39. Skills Assessed: Listening and Writing • Dictation - Find a short text of 50-100 words, read it 3 times: normal speed (listen only), broken into meaningful chunks (pick out details), normal speed (review) – Example: (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop 39
  40. 40. Skills Assessed: Listening and Writing • Dictation - Find a short text of 50-100 words, read it 3 times: normal speed (listen only), broken into meaningful chunks (pick out details), normal speed (review) – Example: (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop 40
  41. 41. Skills Assessed: Listening and Writing • Information Transfer Task • Transfer information heard into a chart or visual – Example: Jumbo Electronics Job Application Form • See Appendix 5. (c) 2013 Anita Chiou Source: Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮 縣工作坊” workshop Coombe, C., Folse, K., and Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. Ann Arbor, MI: University of Michigan Press. 41
  42. 42. Methods for Assessing Listening and Speaking (c) 2013 Anita Chiou 42
  43. 43. Skills Assessed: Listening and Speaking • 4-Picture Narrative • Example: • Retell stories in greater detail by including the characters, setting, and plot. Source: California Department of Education. (2012). California English Language Development Test (CELDT), Released Test Questions – Updated September 2012. Sacramento, CA: California Department of Education. (p. 21.) (c) 2013 Anita Chiou 43
  44. 44. Skills Assessed: Listening and Speaking • Choose and Give Reasons • Example: • Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”). Source: California Department of Education. (2012). California English Language Development Test (CELDT), Released Test Questions – Updated September 2012. Sacramento, CA: California Department of Education. (p. 37.) (c) 2013 Anita Chiou 44
  45. 45. Methods for Assessing Reading, Listening, and Writing (c) 2013 Anita Chiou 45
  46. 46. Skills Assessed: Reading, Listening, and Writing • Cloze – Listen to a song and fill-in-the-blanks (or gap-fill) of the lyrics • Choose a song with lyrics suitable to students’ level. • Pre-teach or discuss gap-fill choices before asking students to do activity. • Read aloud lyrics in worksheet with class if desired. • Play song at least twice. • Discuss answers by eliciting answers from students. – Example: “93 Million Miles” by Jason Mraz (worksheet from busyteacher.org; official video with lyrics available) • See Appendix 6. • Google “ESL songs for teaching English” or “song lyrics cloze” 46 (c) 2013 Anita Chiou
  47. 47. Skills Assessed: Reading, Listening, and Writing • Cloze 47 (c) 2013 Anita Chiou
  48. 48. Methods for Assessing Reading, Listening, and Speaking (c) 2013 Anita Chiou 48
  49. 49. Skills Assessed: Reading, Listening, and Speaking • Information Gap • An activity where learners are missing the information they need to complete a task and need to talk to each other to find it.1 – Example: “Where is Andy?” • See Appendix 7. 1 British Council. (2012). Teaching English: Information Gap at http://www.teachingenglish.org.uk/knowledge-database/information-gap, accessed 29 November 2013. 49 (c) 2013 Anita Chiou
  50. 50. Skills Assessed: Reading, Listening, and Speaking • Information Gap (c) 2013 Anita Chiou 50
  51. 51. 2 5 1 4 3 4 2 3 5 1 (c) 2013 Anita Chiou 51
  52. 52. B 4 2 3 5 1 2 5 1 4 3 (c) 2013 Anita Chiou 52
  53. 53. Methods for Assessing Reading, Listening, Writing, and Speaking (c) 2013 Anita Chiou 53
  54. 54. Skills Assessed: Reading, Listening, Writing, and Speaking • Information Gap – Example: “The troll file,” Activity 2.1 • See Appendix 8. • Source: Nixon, C., and Tomlinson, M. (2005). Primary Communication Box. Cambridge, UK: Cambridge University Press. (p. 56-57.) 54 (c) 2013 Anita Chiou
  55. 55. (c) 2013 Anita Chiou 55
  56. 56. Skills Assessed: Reading, Listening, Writing, and Speaking • Group Project – Example: “The Catwalk,” Project 4.4 • See Appendix 9. • Source: Wicks, M. (2000). Imaginative Projects. Cambridge, UK: Cambridge University Press. (p. 63.) 56 (c) 2013 Anita Chiou
  57. 57. Skills Assessed: Reading, Listening, Writing, and Speaking • Group Project (c) 2013 Anita Chiou 57
  58. 58. Now it’s YOUR turn! (c) 2013 Anita Chiou 58
  59. 59. Authentic Assessment Process (c) 2013 Anita Chiou Source: Leeward Community College. (2013). Authentic Assessments at 59 http://blogs.leeward.hawaii.edu/iteach/step1-assessments/, accessed 3 December 2013.
  60. 60. Lesson Planning Materials Resources • • • • • • Baker, A. (2007). Ship or Sheep? An Intermediate Pronunciation Course, Second Edition. Cambridge, UK: Cambridge University Press. Baker, A. (2007). Tree or Three? An Elementary Pronunciation Course, Third Edition. Cambridge, UK: Cambridge University Press. Cambridge Copy Collection books – Imaginative Projects – Primary Communication Box – Primary Grammar Box – Primary Pronunciation Box – Primary Reading Box Interactile Learning’s kit: “First Questions” Pixar Animation Studios Short Films Scholastic’s Phonics flipbooks – Short Vowels – Word Families 60 (c) 2013 Anita Chiou
  61. 61. Storybooks • • • • • • • • • “Amelia Bedelia” book series by Peggy Parish and Herman Parish (idioms) Classic Tales and Oxford Bookworm Club series by Oxford University Press. Tedd Arnold books (idioms) Eric Carle books Click, Clack, Moo: Cows That Type by Doreen Cronin Ladybird storybooks Dr. Seuss books “There Was An Old Lady Who Swallowed A …” book series. “Winnie the Witch” book series by Valerie Thomas 61 (c) 2013 Anita Chiou
  62. 62. Useful Websites • • • • • • • • Authentic Assessment Toolbox by Jon Mueller: http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm British Council: http://www.teachingenglish.org.uk/ Busyteacher.org: http://busyteacher.org/ Cambridge English Language Assessment: http://www.cambridgeenglish.org/ Cambridge University Press, Cambridge English: http://www.cambridge.org/us/esl/?site_locale=en_US Leeward Community College @ University of Hawaii, Authentic Assessments: http://blogs.leeward.hawaii.edu/iteach/step1-assessments/ Oxford University Press, English Language Teaching: https://elt.oup.com/ Scholastic Teachers Resources and Tools: http://www.scholastic.com/teachers/teaching-resources 62 (c) 2013 Anita Chiou
  63. 63. Resource books @ Workshop • • • Ann Baker, Ship or Sheep? Ann Baker, Tree or Three? Cambridge Copy Collection – – – – – – – • • • • Imaginative Projects Activity Box Primary Communication Box Primary Grammar Box Primary Pronunciation Box Primary Reading Box Primary Vocabulary Box Intertactile Learning’s “First Idioms” kit Intertactile Learning’s “First Questions” kit Scholastic’s Phonics flipbook: “Word Families” Scholastic’s Phonics flipbook: “Short Vowels” 63 (c) 2013 Anita Chiou
  64. 64. Storybooks @ Workshop • • • Tedd Arnold, Even More Parts Lucille Colandro, There was an Old Lady who Swallowed a Bell Amelia Bedelia books – – – – – – • Eric Carle books – – • • • • • Amelia Bedelia Amelia Bedelia and the Surprise Shower Come Back, Amelia Bedelia Play Ball, Amelia Bedelia Amelia Bedelia, Rocket Scientist? Amelia Bedelia, Under Construction The Very Hungry Caterpillar The Mixed-Up Chameleon Doreen Cronin, Click, Clack, Moo: Cows That Type Fiona Ross, Chilly Milly Moo Dr. Seuss, Hop on Pop Valeria Thomas and Korky Paul, Winnie the Witch, 25th Anniversary Edition Martin Waddell and Helen Oxenbury, Farmer Duck 64 (c) 2013 Anita Chiou
  65. 65. References (I) • • • • • • • • British Council. (2012). Teaching English: Information Gap at http://www.teachingenglish.org.uk/knowledge-database/information-gap. Brown, H.D. (2004). Language Assessment. White Plains, NY: Longman. California Department of Education. (2012). California English Language Development Test (CELDT), Released Test Questions – Updated September 2012. Sacramento, CA: California Department of Education. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge, UK: Cambridge University Press. Coombe, C., Folse, K., and Hubley, N. (2007). A Practical Guide to Assessing English Language Learners. Ann Arbor, MI: University of Michigan Press. Ferlazzo, L., Hull Sypnieski, K. (2012). The ESL / ELL Teacher’s Survival Guide. San Francisco, CA: Jossey-Bass, p. 278-285. Hsu, M. (2013). “英語教學與多元評量理論與實務; 102年4月27日花蓮縣工作 坊” workshop. Leeward Community College. (2013). Authentic Assessments at http://blogs.leeward.hawaii.edu/iteach/step1-assessments/. 65 (c) 2013 Anita Chiou
  66. 66. References (II) • • • • • • Mueller, J., 2011, Authentic Assessment Toolbox at http://jonathan.mueller.faculty.noctrl.edu/toolbox/index.htm. Nixon, C., and Tomlinson, M. (2005). Primary Communication Box. Cambridge, UK: Cambridge University Press. Nixon, C., and Tomlinson, M. (2005). Primary Pronunciation Box. Cambridge, UK: Cambridge University Press. Sachamedcraft. (n/a). “Song Worksheet: 93 Million Miles by Jason Mraz [Alternative]” at http://busyteacher.org/14843-93-million-miles.html, Wehlage, G.G., Newmann, F.M., & Secada, W.G. (1996). Standards for Authentic Assessment and Pedagogy. In F.M. Newmann & Associates (Ed.), Authentic Assessment: Restructuring Schools for Intellectual Quality. San Francisco, CA: Jossey-Bass. Wicks, M. (2000). Imaginative Projects. Cambridge, UK: Cambridge University Press. 66 (c) 2013 Anita Chiou
  67. 67. QUESTIONS? Anita Chiou anitachiou98@gmail.com (c) 2013 Anita Chiou THANK YOU! 67

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