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

AUTHENTIC ASSESSMENT
(多元評量) METHODS
WORKSHOP
Anita Chiou
Yunlin Elementary School
December 6, 2013

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

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

Other Names for “Authentic
Assessment”
• Performance Assessment
• Performance-based Assessment
• Rubric-based Assessment

4

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。

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

Why Do You Assess?
• Because our schools say we need to?
• Because the County says we need to?
• MOE?

6

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

To report students’
• Grades
• Progress


7

Reasons We Assess (II)
To monitor students’
• Performance and
achievement
• Strengths and areas for
improvement


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?


8

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

Assessments Support Teaching and Learning


Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge, UK:
Cambridge University Press.

10

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.)

Coombe, C., Folse, K., and Hubley, N. (2007). A Practical Guide to Assessing
English Language Learners. Ann Arbor, MI: University of Michigan Press.

11

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 _________.


12

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.”

Source: Ferlazzo, L., Hull Sypnieski, K. (2012). The ESL / ELL Teacher’s Survival
Guide. San Francisco: Jossey-Bass, p. 278-285.

13

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

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.


Source: Leeward Community College. (2013). Authentic Assessments at
15
http://blogs.leeward.hawaii.edu/iteach/step1-assessments/, accessed 3 December 2013.

Authentic Assessment Process


16

The 4 English Language Skills
1
2

• Writing

3

• Listening

4

• Reading

• Speaking

17

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


Methods for Assessing
Reading and Listening


19

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:
• Good book: Baker, A. (2007). Tree or Three? An Elementary
Pronunciation Course, Third Edition. Cambridge, UK:

– Example: tall / ball; hop / pop; back / black; walk / talk
• Good book: Seuss, Dr. (1963). Hop on Pop. New York, NY:
Random House.
20

Phonemic Discrimination Example
sh

ch

shopping
short
fish
English

chair
chicken
lunch
sandwich

sheep
ship
cash
mush

cheap
chip
catch
much


21

• 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

• Reorder the Text

23

Reading and Writing


24

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.)

25

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

Reading and Speaking


28

Skills Assessed: Reading and Speaking
• Phonics – word families flipbook / flash cards
– how many read in 30 seconds?

29

• 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.

30

Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press,

1

4


2

5

3


31

8
6

9
7

10

Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, 1998,


32

13
11

14
12

15

Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press, 1998,


33

18
16

19

17

20



34

21

23

24

22


25



35

• 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.

36

• Reader’s Theater
– Example: “Three Billy Goats” RT Script
• See Appendix 4.

37

Listening and Writing


38

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:



39

• 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:



40

• Information Transfer Task
• Transfer information heard into a chart or visual

– Example: Jumbo Electronics Job Application Form
• See Appendix 5.



41

Listening and Speaking


42

Skills Assessed: Listening and
Speaking
• 4-Picture Narrative

• Example:

• Retell stories in greater
detail by including the
characters, setting, and
plot.


43

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?”).


44

Reading, Listening,
and Writing

45

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

and Writing
• Cloze

47

Reading, Listening,
and Speaking

48

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

Skills Assessed: Reading, Listening, and
Speaking
• Information Gap


50

2

5

1

4

3

4

2

3

5

1


51

B

4

2

3

5

1

2

5

1

4

3


52

Reading, Listening,
Writing, and Speaking

53

• 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

• 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

• Group Project


57

Now it’s YOUR
turn!

58

Authentic Assessment Process


59

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


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

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


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

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


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:
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


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

QUESTIONS?

Anita Chiou
anitachiou98@gmail.com

THANK YOU!
67

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

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