Authentic Assessment Methods Workshop delivered at Yunlin Elementary School in Douliu, Yunlin County, Taiwan.
Link to Appendices: http://www.slideshare.net/slideshow/embed_code/29651700
This document discusses assessment, evaluation, and authentic assessment in education. It defines assessment as interpreting evidence of what students can do through ongoing processes. Evaluation involves making value judgements about students' understanding. Authentic assessment measures real-life tasks and higher-order thinking through meaningful performance tasks and quality student work. The document also describes portfolio assessment and the use of rubrics and checklists to provide criteria for judging student performance.
Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
1. Authentic assessment is a holistic approach to evaluation that considers a student's knowledge, skills, and attitudes through engaging tasks that demonstrate real-world application. It differs from traditional assessment by measuring meaningful tasks instead of just testing memorization.
2. Authentic assessment allows students to perform tasks that genuinely engage them and are valid measures of learning. Some common forms of authentic assessment include portfolios, rubrics, observations, interviews, and projects.
3. When developing rubrics to guide authentic assessment, teachers should clearly define purposes and criteria based on standards, describe different performance levels, and ensure the rubrics can provide observable and meaningful feedback.
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
This presentation discusses authentic assessment, which involves assessing students through real-world tasks rather than traditional paper tests. Authentic assessment is most appropriate for vocational education and job training but can also be useful for academic subjects. The presentation provides examples of authentic assessments and outlines seven steps for creating effective authentic assessments. It also discusses challenges in ensuring authentic assessments are valid and reliable.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
This document discusses assessment, evaluation, and authentic assessment in education. It defines assessment as interpreting evidence of what students can do through ongoing processes. Evaluation involves making value judgements about students' understanding. Authentic assessment measures real-life tasks and higher-order thinking through meaningful performance tasks and quality student work. The document also describes portfolio assessment and the use of rubrics and checklists to provide criteria for judging student performance.
Authentic assessment is presented as a holistic approach that evaluates various aspects of a student's learning abilities, skills, knowledge, and attitudes. It involves engaging students in real-world tasks to demonstrate meaningful application of skills. Traditional assessment focuses on testing isolated skills and knowledge, whereas authentic assessment measures students' ability to perform meaningful tasks like those encountered in real life. There are various tools for authentic assessment, including portfolios, rubrics, observations, and constructed responses. Authentic assessment allows for a more valid and learner-specific evaluation approach compared to traditional assessment.
1. Authentic assessment is a holistic approach to evaluation that considers a student's knowledge, skills, and attitudes through engaging tasks that demonstrate real-world application. It differs from traditional assessment by measuring meaningful tasks instead of just testing memorization.
2. Authentic assessment allows students to perform tasks that genuinely engage them and are valid measures of learning. Some common forms of authentic assessment include portfolios, rubrics, observations, interviews, and projects.
3. When developing rubrics to guide authentic assessment, teachers should clearly define purposes and criteria based on standards, describe different performance levels, and ensure the rubrics can provide observable and meaningful feedback.
Authentic assessment encourages integrating teaching, learning, and evaluation. It involves an authentic task for students to perform and a rubric to score their performance. Developing authentic assessment involves four steps: 1) identifying learning outcomes, 2) selecting an authentic task, 3) identifying criteria for successful task completion, and 4) creating a rubric to measure student performance against the criteria.
This presentation discusses authentic assessment, which involves assessing students through real-world tasks rather than traditional paper tests. Authentic assessment is most appropriate for vocational education and job training but can also be useful for academic subjects. The presentation provides examples of authentic assessments and outlines seven steps for creating effective authentic assessments. It also discusses challenges in ensuring authentic assessments are valid and reliable.
Assessment does not limit in paper pencil only. Some students excel in performance-based assessment thus they should be tested using authentic assessment to have balance.
The document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as evaluating students' ability to perform real-world tasks that demonstrate their knowledge and skills. Some key differences between authentic and traditional assessments highlighted include authentic assessments involving tasks for students to perform while being evaluated using rubrics, and authentic assessments driving the curriculum design rather than just assessing knowledge acquisition. The document also provides guidance on creating authentic assessments, such as identifying standards, selecting authentic tasks, criteria, and using rubrics.
Characteristics of classroom assessment By Dr. Shazia Zamirshaziazamir1
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
This document describes different types of authentic assessment including oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teacher observations, and portfolios. Each type is described and their advantages are listed. The types of authentic assessment provide ways to evaluate students' comprehension, writing, thinking skills, and learning through informal and formal methods involving oral, written, and hands-on work.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
The document discusses grading and evaluation in education. It covers definitions of grading, philosophies of grading, institutional expectations and constraints, alternatives to letter grading, and principles and guidelines for grading and evaluation. Specifically, it discusses how grades are meant to represent student achievement but can be influenced by other factors. It also explores various alternatives to traditional letter grading such as standards-based reporting, pass/fail systems, rubrics, and publishing student work. Overall, the document examines the purpose and challenges of grading as well as ways to improve evaluation of students.
This document discusses authentic and performance-based assessment. Authentic assessment involves evaluating students' abilities to perform real-world tasks by applying their knowledge and skills. It aims to evaluate students in real-world contexts through activities like science experiments, research, writing, and solving applied math problems. Performance assessment is an alternative assessment that requires students to perform meaningful tasks. There are five major types of performance samples discussed: performance assessments, short investigations, open-response questions, portfolios, and self-assessment. Benefits of performance assessment include recognizing different ways students can demonstrate their knowledge, evaluating progress over time, and involving students in assessing their own growth.
This document discusses theme-based authentic performance and assessment. It outlines a 5-step process for carrying out theme-based teaching and learning: 1) review learning competencies, 2) review module content, 3) find commonalities among content and tasks, 4) identify where content and tasks can be experienced in real life, and 5) shortlist possible thematic experiences. The document emphasizes planning carefully for theme-based approaches, considering all students' abilities and avoiding overly simple activities.
Special topic by Rosalie P. Mabana and Gemma Caranza(Authentic Assessment)yunisay13
This document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as an evaluation process involving multiple forms of performance measurement that reflect a student's learning, achievements, motivation, and attitudes on instructionally relevant activities. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills, while traditional assessment focuses more on memorization. The document lists several types of authentic assessment tools, including journals, portfolios, rubrics, and teacher observations. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment built into tasks.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
1. The document discusses different types of assessment including authentic assessment. It defines assessment, evaluation, testing, and marks.
2. Authentic assessment involves evaluating students based on real-world tasks that demonstrate knowledge application, unlike traditional testing which focuses on recall and recognition.
3. The document provides examples of authentic assessment activities and compares the key differences between traditional and authentic assessment. Authentic assessment complements traditional assessment by requiring students to demonstrate skills.
The document discusses various alternative assessment techniques that can be used instead of traditional testing methods. It describes techniques like self-assessment, peer assessment, portfolios, reflective journals, projects and oral presentations. It also provides details on how to implement these techniques, including providing training to students, defining clear criteria, and using tools like rubrics to evaluate performance. The key benefits highlighted are developing skills like self-reflection, collaboration and lifelong learning.
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
From summative to formative assessment in a traditional ELT InstituteIsabela Villas Boas
This document discusses the transition from a summative to a formative assessment system at a large English language teaching institute in Brazil called Casa Thomas Jefferson. Summative assessments measure learning at the end of a course, while formative assessments are used to improve instruction and provide feedback during a course. The institute implemented a new assessment system for their "Flex" adult courses that uses frequent formative assessments throughout each 10-week module instead of just final summative exams. Surveys found that both students and teachers preferred the new system as it reduced stress, improved communication, and made student progress and feedback more ongoing and effective for learning. The document provides examples of assessments and discusses benefits of the new approach, as well as some
The document discusses performance assessments and provides examples of performance tasks from various grade levels. It discusses the key elements of effective performance tasks, including ensuring they are clearly defined and aligned to learning targets. It also covers constructing rubrics to evaluate performance tasks, including the differences between holistic and analytic rubrics. The importance of providing descriptive feedback on rubrics is emphasized.
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
Alternative assessment is defined as any assessment other than standardized tests and aims to capture complex outcomes through realistic tasks that communicate valued skills and meet students' needs. Some common alternative assessments include performance-based assessments like projects and experiments, open-ended questions, writing samples, interviews, journals, story retellings, portfolios, self-assessments, peer assessments, teacher observations, and checklists.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
This document discusses issues related to the quality of assessment and distinguishing between mastery and developmental objectives and assessments. It defines key terms for judging assessment quality, including reliability, validity, sufficiency, authenticity, and currency. Students are asked to identify mastery and developmental objectives and assessments in a specific paper, and to evaluate sample formative and summative assessments using criteria of reliability, validity, authenticity, sufficiency and fairness. The goal is to review these concepts and apply them to real assessments.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
Prem Singh Bist is a senior software engineer with over 5 years of experience developing Java and Big Data applications. He has extensive skills in technologies like Java, Spring, Hadoop, Spark, and AWS. Some of his projects include a data blending platform, an order management system, and a waste management system. He holds an M.Tech in computer science and is looking for new opportunities as a software developer or architect.
Teaching And Testing English Skills For Big ClassesIin Hermiyanto
The document provides techniques for effectively teaching and testing English skills in large classes. It discusses 3 important factors to consider: pedagogical planning, classroom learning systems, and dealing with student behavior. Specific techniques are outlined, such as diagnostic testing, individualized attention, clear explanations, engaging activities, group work, and maintaining discipline while focusing on learning. Sample reading, writing, and speaking activities are also described that involve students working in groups.
Characteristics of classroom assessment By Dr. Shazia Zamirshaziazamir1
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
This document describes different types of authentic assessment including oral interviews, story or text retelling, writing samples, projects and exhibitions, experiments and demonstrations, constructed response items, teacher observations, and portfolios. Each type is described and their advantages are listed. The types of authentic assessment provide ways to evaluate students' comprehension, writing, thinking skills, and learning through informal and formal methods involving oral, written, and hands-on work.
The document discusses the differences between traditional and authentic assessment. Traditional assessment uses standardized tests to measure correctness, while authentic assessment aims to measure thinking processes and meaningful application of skills through tasks like portfolios, discussions, and interviews. It provides steps for creating authentic assessments, including identifying standards, selecting real-world tasks, establishing criteria, and designing rubrics to evaluate student performance holistically or analytically.
The document discusses grading and evaluation in education. It covers definitions of grading, philosophies of grading, institutional expectations and constraints, alternatives to letter grading, and principles and guidelines for grading and evaluation. Specifically, it discusses how grades are meant to represent student achievement but can be influenced by other factors. It also explores various alternatives to traditional letter grading such as standards-based reporting, pass/fail systems, rubrics, and publishing student work. Overall, the document examines the purpose and challenges of grading as well as ways to improve evaluation of students.
This document discusses authentic and performance-based assessment. Authentic assessment involves evaluating students' abilities to perform real-world tasks by applying their knowledge and skills. It aims to evaluate students in real-world contexts through activities like science experiments, research, writing, and solving applied math problems. Performance assessment is an alternative assessment that requires students to perform meaningful tasks. There are five major types of performance samples discussed: performance assessments, short investigations, open-response questions, portfolios, and self-assessment. Benefits of performance assessment include recognizing different ways students can demonstrate their knowledge, evaluating progress over time, and involving students in assessing their own growth.
This document discusses theme-based authentic performance and assessment. It outlines a 5-step process for carrying out theme-based teaching and learning: 1) review learning competencies, 2) review module content, 3) find commonalities among content and tasks, 4) identify where content and tasks can be experienced in real life, and 5) shortlist possible thematic experiences. The document emphasizes planning carefully for theme-based approaches, considering all students' abilities and avoiding overly simple activities.
Special topic by Rosalie P. Mabana and Gemma Caranza(Authentic Assessment)yunisay13
This document discusses authentic assessment and compares it to traditional assessment. It defines authentic assessment as an evaluation process involving multiple forms of performance measurement that reflect a student's learning, achievements, motivation, and attitudes on instructionally relevant activities. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills, while traditional assessment focuses more on memorization. The document lists several types of authentic assessment tools, including journals, portfolios, rubrics, and teacher observations. It emphasizes that authentic assessment allows for measuring meaningful tasks, learner-specific evaluation, and self-assessment built into tasks.
This document discusses three models of authentic assessment: observations, performance samples, and tests. It provides examples of observation-based assessment tools like developmental checklists, group record sheets, observation checklists, and interview sheets. Performance samples can be compiled in a portfolio to assess student growth over time and inform parents and administrators. Performance-based tools include checklists to evaluate specific skills or behaviors, as well as oral questioning to assess knowledge and verbal communication abilities. Observations and self-reports also use tally sheets for recording student actions and remarks.
1. The document discusses different types of assessment including authentic assessment. It defines assessment, evaluation, testing, and marks.
2. Authentic assessment involves evaluating students based on real-world tasks that demonstrate knowledge application, unlike traditional testing which focuses on recall and recognition.
3. The document provides examples of authentic assessment activities and compares the key differences between traditional and authentic assessment. Authentic assessment complements traditional assessment by requiring students to demonstrate skills.
The document discusses various alternative assessment techniques that can be used instead of traditional testing methods. It describes techniques like self-assessment, peer assessment, portfolios, reflective journals, projects and oral presentations. It also provides details on how to implement these techniques, including providing training to students, defining clear criteria, and using tools like rubrics to evaluate performance. The key benefits highlighted are developing skills like self-reflection, collaboration and lifelong learning.
Teachers often focus on delivering a lesson plan based on the content of the Learning Objectives, but how do we know if students really learned the content? If students didn’t learn, what do we do next? This webinar on Assessment for Learning will present several tools and techniques that help teachers identify those students lacking comprehension, as well as how to better support them.
This document discusses alternative assessment methods such as authentic assessment and portfolio assessment. It provides definitions and characteristics of alternative assessment, authentic assessment, and formative assessment. It also discusses the key elements involved in developing a portfolio assignment, including determining the purpose, audience, content, processes, management, communication, and evaluation of the portfolio. Some of the main points covered include:
- Alternative assessment contrasts with traditional standardized tests and focuses more on real-world application of skills.
- Authentic assessment involves tasks that mimic real-world situations and require higher-order thinking.
- Developing a portfolio assignment requires addressing questions about its purpose, intended audience, sample content to include, processes for selection and reflection, management of time and
From summative to formative assessment in a traditional ELT InstituteIsabela Villas Boas
This document discusses the transition from a summative to a formative assessment system at a large English language teaching institute in Brazil called Casa Thomas Jefferson. Summative assessments measure learning at the end of a course, while formative assessments are used to improve instruction and provide feedback during a course. The institute implemented a new assessment system for their "Flex" adult courses that uses frequent formative assessments throughout each 10-week module instead of just final summative exams. Surveys found that both students and teachers preferred the new system as it reduced stress, improved communication, and made student progress and feedback more ongoing and effective for learning. The document provides examples of assessments and discusses benefits of the new approach, as well as some
The document discusses performance assessments and provides examples of performance tasks from various grade levels. It discusses the key elements of effective performance tasks, including ensuring they are clearly defined and aligned to learning targets. It also covers constructing rubrics to evaluate performance tasks, including the differences between holistic and analytic rubrics. The importance of providing descriptive feedback on rubrics is emphasized.
This presentation discusses strategies for developing effective essay questions and rubrics for grading essays and other constructed response items. It distinguishes between restricted response essays, which have defined correct answers, and extended response essays, which are more open-ended. The presentation provides tips for creating rubrics, including determining the learning objective, taxonomy, and expected components of students' answers. It also addresses issues that can threaten the reliability and validity of essay scoring, such as inconsistencies between raters and biases. Throughout, it emphasizes the importance of using rubrics systematically and providing students with feedback.
Alternative assessment is defined as any assessment other than standardized tests and aims to capture complex outcomes through realistic tasks that communicate valued skills and meet students' needs. Some common alternative assessments include performance-based assessments like projects and experiments, open-ended questions, writing samples, interviews, journals, story retellings, portfolios, self-assessments, peer assessments, teacher observations, and checklists.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
This document discusses various assessment instruments that can be used for 21st century learners. It begins by classifying common assessment instruments according to their level of cognitive complexity, from remembering to creating. It then discusses the functions of different assessment types, such as for learning versus of learning. The rest of the document explores specific assessment instruments and strategies in more detail, including rubrics, portfolios, diaries, peer assessment, and various testing formats. The overall aim is to suggest a range of options for holistically assessing students' competencies rather than just facts.
This document discusses issues related to the quality of assessment and distinguishing between mastery and developmental objectives and assessments. It defines key terms for judging assessment quality, including reliability, validity, sufficiency, authenticity, and currency. Students are asked to identify mastery and developmental objectives and assessments in a specific paper, and to evaluate sample formative and summative assessments using criteria of reliability, validity, authenticity, sufficiency and fairness. The goal is to review these concepts and apply them to real assessments.
This document discusses portfolio assessment as an alternative method of evaluating student learning. It begins by outlining principles of effective assessment, then defines portfolios as purposeful collections of student work that demonstrate progress toward learning goals. Key points include that portfolios involve student participation in selecting works and self-reflection. The document provides guidelines for developing portfolios, such as establishing clear purposes and criteria. It notes benefits like engaging students in self-evaluation, but also challenges like reliability in scoring. Overall portfolios are presented as a flexible, collaborative approach to assessment.
Prem Singh Bist is a senior software engineer with over 5 years of experience developing Java and Big Data applications. He has extensive skills in technologies like Java, Spring, Hadoop, Spark, and AWS. Some of his projects include a data blending platform, an order management system, and a waste management system. He holds an M.Tech in computer science and is looking for new opportunities as a software developer or architect.
Teaching And Testing English Skills For Big ClassesIin Hermiyanto
The document provides techniques for effectively teaching and testing English skills in large classes. It discusses 3 important factors to consider: pedagogical planning, classroom learning systems, and dealing with student behavior. Specific techniques are outlined, such as diagnostic testing, individualized attention, clear explanations, engaging activities, group work, and maintaining discipline while focusing on learning. Sample reading, writing, and speaking activities are also described that involve students working in groups.
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Engaging Youth with Astronomy and TechnologyLaura Whyte
This document discusses strategies for engaging youth in STEM through astronomy and technology programs. It outlines a program called HOMAGO which offers monthly teen hangouts focused on topics like coding, astronomy, and game design without exams or learning objectives. The program partnered 75 high school girls with 37 STEM mentors. Research suggests providing youth access to STEM disciplines and mentors can positively influence minority student success. Authentic engagement is also key, highlighting skills like problem-solving and collaboration over exams. The document advocates expanding such programs' reach through community partnerships to serve more underprivileged youth.
Developing an authentic assessment model in elementary school science teachingAlexander Decker
1) The document describes the development of an authentic assessment model for elementary school science teaching in Indonesia.
2) It aims to develop a model that can reveal student creativity and potential while developing character and fulfilling good assessment requirements.
3) The developed model includes performance assessments with tasks and rubrics, character assessments with criteria, and a scientific attitude questionnaire.
PRECESSION OF THE EQUINOXES: How the Ancient Astrologers learn of itWilliam John Meegan
The document discusses how ancient astrologers could have learned about the precession of the equinoxes through observation and symbolic/iconographic thinking rather than just literal observation. It introduces the concept of the "Matrix of Wisdom," a symbolic representation of the soul and psyche that is said to be the foundation for many religious and esoteric traditions. Calculations based on coloring and numbering cells in the Matrix of Wisdom produce values close to half and the full precession of the equinoxes cycle, suggesting this was how ancient astrologers envisioned and calculated the precession.
This document discusses various techniques for assessing students' learning progress, including assessment, measurement, evaluation, and different types of assessments. It defines assessment as gathering information to determine how instructional objectives are being achieved. Measurement refers to determining how much of a knowledge, skill, or characteristic a student possesses. Evaluation makes a judgment about performance based on standards. The document also outlines trends in classroom assessment, objectives that can be assessed, and specific assessment methods like tests, observations, performances, and self-assessments.
This document outlines 10 points for designing authentic learning experiences: 1) using real-world problems, 2) having ill-defined problems for learners to solve, 3) requiring sustained investigation over time, 4) using multiple sources and perspectives, 5) collaboration, 6) reflection, 7) interdisciplinary perspectives, 8) integrated assessments, 9) producing polished real-world products, and 10) allowing for multiple interpretations and outcomes. Each point is then briefly explained to show how it contributes to a more authentic learning experience that better prepares learners. The document encourages using this checklist to evaluate one's own courses.
The document discusses authentic assessment and how it differs from traditional assessment. Authentic assessment involves having students complete real-world tasks that demonstrate meaningful application of skills, while traditional assessment involves standardized tests of knowledge. The document provides examples of different forms of authentic assessment like journals, portfolios, and rubrics. It also provides steps for constructing rubrics and emphasizes that education should involve applying knowledge to meaningful tasks rather than only memorization.
This document defines assessment and authentic assessment in early childhood education. It discusses the purpose and importance of authentic assessment, which involves observing children in natural settings and using their performance to demonstrate understanding. The document provides strategies for authentic assessment, including interviews, games, work samples, and portfolios. It advocates for assessments that are ongoing, conducted in natural settings, and demonstrate what children can do in a meaningful way for parents.
This document outlines a vision for astronomy education by 2020 that was adopted as part of the International Astronomy Union's 2010-2020 strategic plan. The vision includes goals such as all young people being exposed to astronomy before finishing secondary school, including astronomy in national school curricula, developing open educational resources, increasing astronomy education research, and training hundreds of thousands of teachers. It also aims to structurally include astronomy education as part of astronomy research by dedicating around 2% of budgets at astronomy institutions to education and public outreach.
The document discusses celestial coordinates and navigation using stars. It describes the celestial equator, celestial poles, ecliptic plane, right ascension and declination coordinates. It explains how measuring the altitude of celestial objects like the pole star can be used to determine latitude on Earth and navigate.
The document discusses authentic assessment and compares it to traditional assessment. Authentic assessment involves asking students to perform real-world tasks that demonstrate knowledge and skills application, unlike traditional assessments that involve selecting answers. Authentic assessment designs engaging tasks aligned to standards and evaluates student performance using rubrics. It aims to replicate challenges students may face as citizens.
The document discusses stateless authentication using OAuth 2.0 and JSON Web Tokens (JWT). It begins with an introduction to OAuth 2.0, including its roles, common grant types like authorization code and implicit grants. It then discusses how JWT can be used to achieve statelessness by encoding claims in the token that are signed and can be verified without storing state on the authorization server. The document provides examples of what a JWT looks like and considerations for using JWT in applications.
Assessment for Learning (Chinese language program)Shaz Lawrence
This document discusses assessment for learning versus assessment of learning. Assessment for learning involves students in the learning process, uses clear targets, and provides continuous feedback to improve learning. It focuses on the process of learning rather than ranking students. In contrast, assessment of learning determines students' competence, ranks students, and has no emphasis on improving learning. The document provides examples of how to implement assessment for learning, including involving students in setting goals and criteria, using feedback, self-assessment, and designing authentic tasks. It emphasizes that assessment for learning should not be optional but rather an essential part of instruction.
The new age organizations cannot even think of optimally promoting and selling their products and services without digital marketing. Large, medium and small enterprises have seen a lot of traction with this mode of marketing in 2016 and the trend will very well be continued in 2017 too.
Here are some of the top Digital Marketing trends to watch out for in the next one year and beyond.
5 Emerging Education Trends for 2017 | Michael G. SheppardMichael G. Sheppard
Michael G. Sheppard identifies five emerging education trends for 2017. Please visit MichaelGSheppard.com to learn more about important events and trends in education.
The Sky
Astronomy is about us. As we learn about astronomy, we learn about ourselves. We search for an answer to the question “What are we?” The quick answer is that we are thinking creatures living on a planet that circles a star we call the sun. In this chapter, we begin trying to understand that answer. What does it mean to live on a planet?
The preceding chapter gave us a quick overview of the universe, and chapters later in the book will discuss the details. This chapter and the next help us understand what the universe looks like seen from the surface of our spinning planet.
But appearances are deceiving. We will see in Chapter 4 how difficult it has been for humanity to understand what we see in the #sky every day. In fact, we will discover that modern science was born when people tried to understand the appearance of the sky.
How to use games in the Chinese classroomShaz Lawrence
This document provides guidance and suggestions for using games in the Chinese language classroom. It discusses how games can lower students' anxiety and increase participation and motivation. It recommends that games have clear objectives, rules, and ways to score points. Suggestions are given for group sizes, turn-taking, and providing support materials. Seventeen specific game ideas are then described in detail, covering activities like Jeopardy, Pictionary-style drawing games, and games using flashcards to practice vocabulary and sentences.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Sessió 4 grup de treball per a l’elaboració de materials llengua anglesa educ...Joe Planas
Presentació de la quarta sessió del grup de treball per elaborar materials de llengua anglesa a l'educació d'adults.
La programació i l'avaluació competencial.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Here are some suggestions for editing the statement of purpose:
The aim of this study was to establish, using current guidelines from course providers, teachers' perspectives on exploring ethical and moral issues in the classroom. Specifically, the study sought to answer the following questions:
- How do teachers currently feel about exploring ethical and moral issues?
- How frequently are ethical and moral issues currently incorporated into learning?
- What skills and training do teachers need to have to explore ethical issues such as IVF?
- What resources do teachers currently have to support exploring ethical/moral issues with pupils?
- What is the perceived value of using ethical and moral issues in learning?
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
This document discusses designing research assignments for students using backward design principles. It emphasizes starting with learning outcomes, what students should be able to do, and developing assignments and rubrics to provide evidence that students are achieving those outcomes. The document provides examples of outcomes, evidence, assignments with scaffolding, and rubric development. It stresses considering all elements - outcomes, evidence, assignments, and evaluation - as interconnected parts of the overall design process.
Squeezing assessment and stretching learningTansy Jessop
1. The document discusses challenges related to assessment and feedback that are highlighted by TESTA (Thinking about Enhancing Student Testing and Assessment). It summarizes three main problems: things going awry without understanding why, curriculum design challenges, and challenges with academic reading and writing.
2. Evidence and strategies are presented for addressing issues like an over-reliance on summative assessment, disconnected feedback, and student confusion about goals and standards. Case studies of successful formative assessment practices are described.
3. Moving from a transmission model of education to a more social constructivist model is advocated, along with the idea of "learning-oriented summative" assessment. References are provided for further reading.
This document outlines an action research project conducted by a first grade teacher to improve student writing about reading. The teacher implemented instructional strategies focused on comprehension, such as modeling strategies, shared writing, and "writing to learn" sections. Data was collected from 22 students. Results showed improvements in student writing samples and recommended practices such as daily explicit writing instruction, building vocabulary, and incorporating student choice. The teacher shares materials, examples, and recommendations to help other educators strengthen literacy.
This presentation provided an overview of rubric assessment and the RAILS (Rubric Assessment of Information Literacy Skills) project. It discussed the benefits of rubrics for learning, assessment, and data collection. The presentation covered how to create rubrics using learning outcomes and evidence of student work, as well as how to norm rubrics to achieve inter-rater reliability. Participants practiced norming and rating student work samples using an information literacy skills rubric. The presentation emphasized that explicit performance levels in rubrics are important for reliable scoring.
The document discusses assessment approaches used in problem-based learning (PBL). It outlines the intended learning outcomes of PBL which include collaborating in small groups, critically analyzing issues from triggers, and presenting findings to other teams. It then provides a PBL trigger involving a lecturer who is unhappy with student essay performance and asking for feedback. The document discusses assessing the process versus the product, formative versus summative assessment, and the benefits of self-assessment and peer feedback. It emphasizes that assessment should promote deep learning and provide information to teachers to shape their teaching.
This document summarizes Beth N. Davis's research study on the impact of student choice in reading materials on student success. The study was conducted with 9th and 10th grade virtual school students who were split into two groups: one that was assigned reading materials and one that was allowed to choose their own materials. The results found that students who could choose their own materials read more often, engaged more in classroom discussions, and reported being more engaged, though both groups performed equally on final assignments. The study provides implications for giving students more choice in reading materials to improve engagement and success.
This document provides an overview of approaches to academic writing and analyzing journal articles. It discusses four principal types of academic papers: literature reviews, policy reviews, research papers, and position papers. It describes the components that should typically be included in research papers and position papers. It also describes an activity where participants analyzed examples of a position paper and research paper in groups. The document provides guidance on writing structure, coherence, clarity, and arguments for academic writing. It discusses stating the purpose and editing written work.
The document summarizes a CLIL training session that covered various topics:
1. The final session included an exam on creating CLIL units, implementation, and evaluation.
2. Participants took a quiz on CLIL and analyzed CLIL activities using Cummins' matrix.
3. Proper planning of CLIL units was discussed, including establishing a vision, context, unit concept and mind map, and selecting appropriate task types and materials.
4. Examples of CLIL activities and assessments were provided, focusing on making activities student-centered, meaningful, and inclusive of multiple intelligences.
This document discusses different types of assessment used to measure student progress, including formative and summative assessment. It describes traditional standardized assessments as measuring facts and memorization through multiple choice questions, lacking representation of classroom activities. Alternatively, authentic assessment reflects real-life contexts, utilizes higher-order thinking skills, and allows teachers flexibility in tools that meet diverse student needs. Characteristics of authentic assessment include encouraging transfer of learning, emphasizing problem-solving and integrating skills in meaningful, student-selected tasks.
Inspiring change in assessment and feedbackTansy Jessop
1) The document summarizes a mixed methods study exploring assessment and feedback practices across university programmes. It identified variations in assessment patterns, an over-reliance on high-stakes summative assessment compared to formative assessment, disconnected feedback practices, and a lack of clarity around learning goals and standards.
2) To address these issues, the study employed strategies through its TESTA programme such as rebalancing assessment, collaborative peer processes, linking formative and summative assessment, and helping students and staff internalize goals and standards.
3) Early results suggest the TESTA programme improved student satisfaction, but further research is still needed to determine its long term impact on student learning outcomes.
The document discusses scholarly peer review of teaching as a way to enhance teaching quality. It defines quality teaching and discusses tensions in how quality is defined and enhanced. It proposes that scholarly peer review, where teaching is reviewed by academic peers focusing on pedagogy, can promote professional conversations and give teachers responsibility for quality, rather than having quality defined by external requirements. Peer review frameworks aim to be formative and focus on teaching design and practice rather than just outcomes.
Similar to Authentic Assessment (多元評量) Methods Workshop (12/6/2013) (20)
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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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. 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. Other Names for “Authentic
Assessment”
• Performance Assessment
• Performance-based Assessment
• Rubric-based Assessment
4
(c) 2013 Anita Chiou
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. The 4 English Language Skills
1
2
• Writing
3
• Listening
4
(c) 2013 Anita Chiou
• Reading
• Speaking
17
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
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
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
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. 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
29. Skills Assessed: Reading and Speaking
• Phonics – word families flipbook / flash cards
– how many read in 30 seconds?
29
(c) 2013 Anita Chiou
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. Source: “Three Billy-Goats” by Sue Arengo, Oxford University Press,
1
4
(c) 2013 Anita Chiou
2
5
3
(c) 2013 Anita Chiou
31
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. 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
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. 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. 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
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. 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
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
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
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
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59. Authentic Assessment Process
(c) 2013 Anita Chiou
Source: Leeward Community College. (2013). Authentic Assessments at
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http://blogs.leeward.hawaii.edu/iteach/step1-assessments/, accessed 3 December 2013.
60. Lesson Planning Materials Resources
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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
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61. Storybooks
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“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
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62. Useful Websites
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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
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64. Storybooks @ Workshop
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Tedd Arnold, Even More Parts
Lucille Colandro, There was an Old Lady who Swallowed a Bell
Amelia Bedelia books
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Eric Carle books
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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
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65. References (I)
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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/.
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(c) 2013 Anita Chiou
66. References (II)
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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.
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