Classroom Assessment presentation for the 2013 TaLK Orientation in 조치원 대한민국, 11th generation TaLK Scholars. The presentation covered the basic concepts of classroom assessment and specific strategies that have been used in the EFL contexts in South Korea.

1. Class Assessment
Best Practices for Monitoring and
Evaluating Your Classroom
pp.44-55

2. Objectives
• To discuss basic concepts of classroom
assessment.
• To discuss specific strategies for
classroom assessment.
• To practice critically evaluating classroom
assessment strategies.

3. Schedule
• Introductions
• Make groups to work in
• Lecture on classroom assessment
• Classroom assessment activity
• Classroom assessment activity
feedback
• Questions/ Closing

4. Who am I?
•Certified Teacher – U.S.A
•8yrs teaching experience
4yrs U.S.
4yrs South Korea
•MRes- Educational and Social
Research
•EPIK/ TaLK Teacher Trainer
•Assistant Professor of English at
Gimcheon University
Daniel Moonasar

5. Who are you?
•Graduates (4yrs with degree)?
•Undergraduates (2yrs and or no
degree)?
•Education majors?
•Teaching experience?
•6 month contract?
•1 year contract?
•Lived or visited South Korea before?

7. Group Discussion Activity
Directions:
1. Make a group of 5 people.
2. Discuss and answer the question below.
3. Pick your best answer and 1 person to speak for your group.
4. When finished, we’ll share answers.
Question: Why is assessment important in the
classroom?

8. Lecture Contents

9. pp. 44-45
Assess what
students know
Exams, quizzes
, homework etc.
Assessment of
teacher/
methods
Observations, p
eer feedback
Assessment of
classroom
practices.
How to teach,
differentiating
teaching
Assessment of
the learning
process
How to learn and
think (critical
thinking)

10. The need for students and
teachers to monitor and
evaluate learning
Assessment is an ongoing
process of
planning, practice, and
reflection
Planning
Practice
Reflection
pp. 44-45

11. improve how students learn
improve what students learn
improve what methods teachers use
pp. 44-45

12. improve how students
learn
improve what students learn
improve what methods teachers
use
Allowing students and teachers
to respond to information
obtained from monitoring and
evaluating student learning.
Assessment
fulfills this purpose
by:
pp. 44-45

13. Table 1.1 p. 45
What classroom assessment can show us:

14. 2. Types of Assessment
Formative:
observations
, questioning
Summative:
exams, repo
rt cards
of
(summative
assessment)
for
(formative
assessment)
as
(self assessment)
Assessment Learning
Table 1.2 p. 45

15. 2. Types of Assessment- Examples
• Exams, unit/national tests, quizzes, final projects,
report cards
• Observations, questioning, informal/formal
conversations, learning logs, checklists
• Discussions, critiquing, peer
feedback, journals, portfolios, projects, student
created assessment
p. 46

16. 2. Types of Assessment
Assessment for Learning
(formative assessment)
Who Involves the student
When When descriptive feedback is needed
Reporting Not reported, not an achievement grade
Design To assist educators and students to improve learning
What it
Checks
Checks learning to determine what to do next and how to
do it
How it Works
Specific and descriptive feedback, formal or informal
reports
Outcomes Individual performance vs. personal best
Table 1.3 pp. 46-47

17. 2. Types of Assessment
Assessment of Learning
(Summative Assessment)
Who Does not always involve the student
When For periodic report
Reporting As part of an achievement grade
Design
For those directly and indirectly involved in daily learning
and teaching (school administration, parents, teachers, and students)
What it
Checks
Checks what has been learned to date
How it Works Usually compiles data into a single number, score, or mark
as part of a formal report
Outcomes
Compares student's learning with other students' learning
or the standard for a grade
Table 1.3 pp. 46-47

18. 2. Types of Assessment
Assessment as Learning
(self assessment)
Who Involves the student
When Throughout the learning process
Reporting Usually immediate feedback or reflective feedback
Design Designed for learning how to think or assess
What it
Checks
Students perceptions about themselves and critical
thinking skills
How it Works Students assess themselves and or others in order to
become self aware of the learning process
Outcomes
Create self-aware learners so that they can understand the
purposes of their learning and grasp what they need to do
to achieve.
Table 1.3 pp. 46-47

19. 3. The Classroom Assessment Process
Table 1.4 p. 47

20. 3. The Classroom Assessment Process
Table 1.5 p. 48

21. 4. Classroom Assessment Strategies
Tips for classroom assessment strategies:
1. Use them as a framework
2. Modify them to your classroom situation
3. If possible assessment should be in English
4. Read up and look for resources
pp. 49-53

22. 4. Assessment as Learning Strategies
Table 1.5 pp. 49-50
Name Purpose How to do it How it’s used Time
Learning
Logs
To have
students
record and
reflect on
what they
have
learned.
In a notebook or journal
have the students answer
questions such as:
Today I learned…
Next class I want to
learn…
Today was hard
because…
I didn’t understand…
Use this for
every class, or
once a week.
Questions can be
modified for your
situation.
Additionally
have the students
read over all of
them.
Low-
Medium

23. 4. Assessment as Learning Strategies
Table 1.5 pp. 51-52
Name Purpose How to do it How it’s used Time
Wall
Posters
To have the
students self
assess
themselves
and observe
their progress
Have the students
create posters that
reflect what they
learned. Have the
students answer
questions on the
poster such as
Today I learned…
I am good at…
I need help with…
I didn’t like
This can be done at the
end of a unit as review
or a project. Students
will be able to see their
progress in class and
what they need to work
on. Instead of answering
questions students can
put smiley or sad faces
next to items on their
posters.
High

24. 4. Assessment for Learning Strategies
Name Purpose How to do it How it’s used Time
Exit/
Admit
Slips
Used for
assessing or
understanding
key concepts
Upon entering or
exiting the classroom
students will be given
a slip of paper with or
be asked a question
from the classes
lesson. Students must
write or answer the
question correctly to
be allowed in or out of
the class.
This strategy can also
be used as a
classroom
management
technique or used to
check that
information has been
conveyed such as
homework, or what
materials they need to
bring to the next class.
Low
Table 1.6 pp. 51-52

25. 4. Assessment for Learning Strategies
Table 1.6 pp. 51-52
Teacher
poses a
question,
observation,
or challenge.
Students
think and
write out
answers
individually.
Students pair
up &
combine their
best
answers.
Students
share their
new improved
answer w/the
class.

26. 4. Assessment of Learning
Strategies - Rubrics Table 1.8 p. 54

27. 4. Assessment of Learning
Strategies - Rubrics Table 1.8 p. 54

28. Classroom Assessment Activity
Objective: Create a classroom assessment strategy based
on the lecture, orientation book, and your ideas.
Part 1 Instructions:
1. Discuss and plan an assessment strategy based on the
scenario given to you.
2. You do not, or may not need to answer all of the
assessment process questions.
3. Keep your answers succinct and focused as possible with
the time that you have.
4. You have about 25 minutes to work.

29. Classroom Assessment Activity
Objective: Create a classroom assessment strategy based
on the lecture, orientation book, and your ideas.
Part 2 Instructions:
1. Discuss the other group’s assessment plan that was given
to you.
2. First read the scenario and then the group’s assessment
strategy.
3. Focus on giving specific constructive feedback. Refrain
from giving negative or unconstructive feedback.
4. Write notes directly on the other group’s paper.

30. Classroom Assessment Activity
Objective: Create a classroom assessment strategy based
on the lecture, orientation book, and your ideas.
Part 3 Instructions:
1. Each group will take a turn giving feedback to the other
group.
2. Focus on giving specific constructive feedback. Refrain
from giving negative or unconstructive feedback.

31. Feedback and Questions

32. Sources
Bibliography and Links
Cohen, A. D. (1996). Verbal reports as a source of insights into second language
learner strategies. Applied Language Learning, 7(1–2), 5–24.
Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical
Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-
3764, 2000.
Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo.
"Language learning styles: Research and practical considerations for teaching in
the multicultural tertiary ESL/EFL classroom." System 20.4 (1992): 439-456.
Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle
Publishers, International Thomson Publishing Book Distribution Center, 7625
Empire Drive, Florence, KY 41042. 1995.
Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating
and commenting." Language Testing 25.4 (2008): 553-581.

33. Sources
Assessment Basics and Concepts
http://www.celt.iastate.edu/teaching/cat.html
http://www.cmu.edu/teaching/assessment/assesslearning/index.html
http://www.cmu.edu/teaching/assessment/index.html
Assessment Strategies
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity4_4A.
pdf
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
http://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf
Rubrics
http://www.schrockguide.net/assessment-and-rubrics.html
http://edtechteacher.org/index.php/teaching-technology/assessment-rubrics
http://www.nwic.edu/assessment/AssessmentResources/rubrics/InstructionRubri
c.pdf