Classroom-Based Assessment

2. Best Strategies Applying the Inquiry-Based
Approach for Assessing the English Language Skills
Through Rubrics in an EFL Classroom
Lcda. Jessica Garzón Balcázar, Esp.
UNIVERSIDAD CATÓLICA DE SANTIAGO DE GUAYAQUIL
FACULTY OF ARTS AND HUMANITIES
SCHOOL OF ENGLISH LANGUAGE

3. Airasian P.W. (2005):
The Classroom-Based Assessment
• “The process of collecting,
synthesizing and interpreting
information to aid in
classroom decision-making”Assessment
• “A formal, systematic procedure for
gathering a sample of pupils’
behaviour. The results of a test are
used to make generalizations about
how pupils would have performed
on similar but untested behaviours.”
Testing

4. Hattie, J. (2009):“the art of developing
challenging situations in which students
are asked to observe and question
phenomena; pose explanations of what
they observe; devise and conduct
experiments in which data are collected
to support or contradict their theories;
analyse data; drawn conclusions from
experimental data; design and build
models; or any combination of these”.
The Inquiry-Based approach

5. Strategies to maximize the effectiveness of
Inquiry-Based Learning
Friesen, S. & Scott, D. (2013)
“inquiry involves a spirit of
investigation always linked
to a particular topic or field
of study”. Scaffolding
Formative
assessment
Powerful,
Critical and
essential
questions
Throughline
questioning
To
promote
a deeper
level of
learning
To conduct
in process
evaluations
Understanding of
Ideas, concepts and content
Interconnection
“S” understanding

6. Questioning,
Feedback
through marking,
Peer and Self-assessment by
students
The formative use
of summative
tests
Theory in Practice: Formative
Assessment Activities
Taras, M.
(2009)
To explore Learner’s understanding
T use SS’ work as
assessment and
product of the LP.
Students’ understanding
and criteria, the AP and
peers work. T focus their marking
on a specific piece of
work done by SS

7. Self and Peer
assessment
Student
Record
Keeping
Criteria
and goal
setting,
Observation
Questioning
strategies
Garrison, C. &
Ehringhaus, M.
(2014)
“Instructional Strategies that can be used formatively”
SS can reflect
while engaging in
MT involved in the
LP.
Helps SS
understand
their own
learning
evidenced by
their
classroom
work
To engage SS in
instruction of
the LP
To give the
opportunity to
the SS for
deeper thinking
To see if SS are on task
or need clarification

8. Alternative Assessment Options
1. Self-and
peer-
assessments
2. Journals 3. Conferences
4. Portfolios
5. Cooperative
test
construction
Brown, H. D. (2000)
oral production, listening
comprehension, writing,
reading
Grammar discussion, responses to
readings, attitudes and feelings
T assume the facilitator’s role
Essays, compositions, poetry,
book reports, art work, etc.
Intrinsic involvement in the
process of reviewing and
selecting items for the final test

9. REFLEXION
Ts can assess
at the
moment to
their SS
IBA 4 ET
? In C-BA

10. The Socratic Questioning
The Cambridge Dictionary of Philosophy:
Socrates (469-399 B.C.) “A man of great
intellectual brilliance, moral integrity,
personal magnetism, and physical self-
command, he challenged the moral
complacency of his fellow citizens, and
embarrassed them with their inability to
answer such questions as What is virtue?
– questions that he thought we must
answer, if we are to know how best to live
our lives.”
encourage fundamental
insight into the issue at
hand

11. The Socratic Questioning
According to Richard Paul & Linda Elder 2005
Asking for Clarification
 Could you give us an example?
 Could you explain further?
Asking about initial question or issue
 Why this word is important?
 Why do you think that?
Asking for Assumption
 Why would someone make this assumption?
 What could we assume instead?
Asking for Reason and evidence
 What would be an example?
 Why do you think this is right?
Asking for Origin or source
 Where did you get that idea?
 What caused you to feel that way?
Asking for Implication or consequences
 What effect would that have?
 What is an alternative?
Asking for opinion
 How would other groups of people respond this
question? Why?

12. Merriam Webster Dictionary
ability
Natural
talent
skill
Acquisition
That comes
from to the
training

13. Questions for Assessing the English Language Skills
For Reading and Use of English
• What does the topic mean?
• What do you think this text is about?
• Whom is the text focused on?
• What did you learn from the text?
• What is the author assuming in the
text?
• What are the main concepts raised in
the text?
• Which sentence do you consider the
most significant?
• What is the text/author suggesting?
• What do you know about the text?
• What is the meaning of the word…?
• What kind of word is this?
• How is that word pronounced or
stressed?
• What is the correct tense of the
following text/paragraph/sentence?
For Listening skill
• What was the recording about?
• How many people did you hear there?
• Where were they?
• Did you understand the recording?
Why?
• Could you explain me what they were
talking about?
• What else did you understand?
Brook-Hart, G.(2014).

14. Questions for Assessing the English Language Skills
For speaking skill
• What can you see in the picture?
• What is happening in the picture?
• Have you ever spent something like that?
• How are those people feeling right now?
• Could you imagine what they are talking
about?
• What is your opinion about the topic?
• Do you agree or disagree with your
partner?
• How do you evaluate your learning or
experience?
For writing skill
Write an article: Describe a sporting activity
or form of exercise you enjoy.
• Why would you recommend it to other
people?
Write an essay: Being famous as a film star
has both advantages and disadvantages.
• Do you agree? Why?
• What is your position or opinion? Why?
Write a review:
Have you recently seen a film or read a book
that you think everyone would enjoy?
Write a report for senior teachers to read
about: a recently one-day excursion made
with your class to a local place of interest.
• What did you do?
• Why do you think the day was a success?
Brook-Hart, G.(2014).

15. Formative Assessment Cycle
Plan
Teach
Assess
Reflect

16. Assessing the English Language Skills in the classroom
WARM-UP
• Activating Prior Knowledge
• Reflecting and Recording,
• Brainstorming,
• small group discussion,
• Concept map.
• Yuksel, I. (2012).
ENGLISH LANGUAGE TASKS TYPES
• Reading and Use of English:
Multiple-choice cloze, open cloze,
word formation, key word
transformation, multiple choice,
gapped text, multiple matching.
• Writing: describing, explaining,
reporting, suggesting,
recommending, persuading,
agreeing or disagreeing with a
statement, giving opinion,
comparing and contrasting ideas
and opinions, giving information or
explanations, exemplifying, giving
reasons and drawing conclusions.
• Listening: Multiple choice,
sentence completion, multiple
matching.
• Speaking: interview; long turn; a
collaborative task; a discussion.
• Cambridge Handbook for
teachers for exams (2015)
FEEDBACK
• ORAL
• Individual
• Student-teacher conferences
• Self-regulation
• Self-reference
• Group
• Students performance
• Pair
• Peer-observation
• WRITTEN
• On the work
• On Rubrics
• Brookhart, S. M. (2008).

17. TEACHING MATERIAL

18. TEACHING MATERIALS
Rubric Template

19. KEY FOR SCORING ENGLISH LANGUAGE ABILITY

20. REFERENCES
Airasian, P.W. (25 OCT 2005) Perspectives on Measurement Instruction. Educational Measurement: Issues and Practice, 10:
13-16.doi: 10.1111/j. 1745-3992.1991.tb00172.x
Audi, R. (June 1999). THE CAMBRIDGE DICTIONARY OF PHILOSOPHY, Second Edition. Cambridge University Press.
Lincoln, Nebraska
Brown, H. D. (2000) “Teaching by Principles: An Interactive Approach to Language Pedagogy” Second Edition. Longman.
Pearson Education. San Francisco, CA. USA.
Brookhart, S. M. (2008). How to Give Effective Feedback to your students. Association for Supervision and Curriculum
Development Alexandria, Virginia USA.
Brook-Hart, G.(2014). Complete First. Second Edition. Cambridge University Press. University Printing House, Cambridge
CBS 8BS, United Kingdom.
Cambridge Handbook for teachers for exams (2015)
Friesen, S. & Scott, D. (June 2013). Inquiry-Based Learning: A Review of the Research Literature. Galileo Educational
Network, University of Calgary. Paper prepared for the Alberta Ministry of Education.
Garrison, C. & Ehringhaus, M. (30 July 2014). Formative and Summative Assessments in the classroom.
www.nmsa.org, www.measuredprogress.org
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York, NY: Routledge.
Paul, R. & Elder, L (2005) The Miniature Guide to the Art of Asking Essential Questions . Retrieved from Foundation for
Critical Thinking. www.criticalthingking.org
Taras, M. (February 2009). Summative Assessment: the missing link for Formative assessment. Journal of further and Higher
Education. Vol. 33, No. 1, 57-69. ISSN: 0309-877X (online) journal homepage: http://www.tandfonline.com/loi/cjfh20
Yuksel, I. (2012) Activating students’ Prior Knowledge: The Core Strategies World Applied Sciences Journal 20 (8):
1197-1201, 2012 ISSN 1818-4952 © IDOSI Publications, 2012 DOI: 10.5829/idosi.wasj.2012.20.08.473

21. THANKS!!!