Uploaded byKathleen Nickle
Making a plan iatefl
The document outlines a project-based assessment approach implemented in an English as a Foreign Language (EFL) program at Toyo University, focusing on tasks like role-playing and creating menus in a restaurant context. It discusses goals such as increasing study abroad participation and improving English competence, while highlighting the benefits of project-based assessments, including motivation and real-life skills. The document also covers grading methods and evaluation criteria, emphasizing the need for effective feedback and fair grading practices.
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Making a plan iatefl
- 1. Kathleen Nickle Toyo University Tokyo, Japan
- 2. What it is: A project as a summative assessment Students work in groups to do a multi-step, realistic task based on the unit
- 3. Intensive, supplemental EFLprogram 13 sections of 20-30 students each (approx. same level) 6 teachers Goals: Increase the number of students who study abroad Increase general English competence of Toyo students Program consists of: Reading and Writing class Listening and Speaking class (textbook based)
- 4. The Mini-Project included…. Imagining a restaurant Creating a menu Performing a role-play using restaurant language How would you assign a grade?
- 5. 1. Have youused project-based assessment? What projects did you assign? 2. How did you assign grades for the projects? Were the grades for groups or individuals? 3. What are some potential benefits of using projects for assessment?
- 6. Benefits Designing an AssessmentPlan Considerations Selecting or Developing Tools Sample Assessment Plans Q&A
- 7. Some benefits ofproject-based assessment: Motivation Learning transfer to real-life Complex thinking & problem solving Communicative setting Student autonomy
- 8. Start with ‘Big Ideas’ Think of a Copy the from unit real-life task criteria to that will show appropriate evidence of assessment learning tool(s) outcomes Develop criteria: How will students demonstrate mastery?
- 9. Developing Criteria Thinkabout unit content & skills Consider course outcomes Proficiency or achievement? Will you include participation / effort?
- 10. Choose or createtools Appropriate feedback to students Time-efficient Valid Reliable If possible, use a variety of tools
- 11. Effective and fairgrading Students should be aware of grading process Multiple chances to demonstrate learning Proper weighting Things that may distort grades Group scoring Deducting for lateness Awarding bonus points / extra credit
- 12. Types of tools Observations / Anecdotal Records Checklists Rating Scales Rubrics Peer / Self Assessment Reminder: Quality Assessment Appropriate feedback to students, time-efficient, valid & reliable
- 14. Focused on aspecific task Recorded immediately & individually Advantages / Disadvantages
- 16. Lists steps inthe process to successfully complete the task Uses a yes/no scale Advantages / Disadvantages
- 18. Similar to achecklist but shows the degree to which a criteria is met Teacher rates each criteria with a number (1=poor 5=great) Advantages / Disadvantages
- 19. Analytic Rubrics Criteria are judged separately; scores combined into a total score Holistic Rubrics Based on an overall impression All important parts of the project combined into one judgment
- 22. Create clear boundariesbetween levels Describe what the student has done, not what she has failed to do Avoid double-jeopardy Use positive language
- 23. The project included… Researching rules of etiquette Creating “do” and “don’t” role-plays Leading the class in discussion questions * Students were assigned roles to delegate the workload
- 25. Our Assessment Plan… Observation / Anecdotal Records Rating Scale High-stakes Peer Evaluation
- 29. The project included… Imagining a new app Creating a glog to advertise Giving a presentation Listening & giving feedback to other groups http://edu.glogster.com
- 30. Our Assessment Plan… Observation / Anecdotal Records Rating Scale (group & individual components) Low-stakes Peer Assessment
- 32. The Project Included…. Imagining a restaurant Creating a menu Performing a role-play using restaurant language How did we assess?
- 33. Our Assessment Plan… Observation / Anecdotal Records Rating Scale Peer & Self Assessment
- 34. The problem… 7 sources Individual & Group scores
- 35. Do the gradesreflect student mastery of the course / unit outcomes? Do the students receive quality / useable feedback? Do the tools work consistently? Are the tools manageable for teachers / time?
- 36. Slides available at: http:// Contact information: kathleen_n@toyo.jp