Susan Harris ELT 553801 Dr Martin Chapter 8 Presents 7 examples from the classroom to illustrate the principles of authentic assessment Each example is based either on observation or discussion with teachers ID: 759759
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Slide1
Principles of Authentic Assessment
Susan Harris
ELT 553-801
Dr.
Martin
Slide2Chapter 8
Presents 7 examples from the classroom to illustrate the principles of authentic assessment.
Each example is based either on observation or discussion with teachers.
Slide3Chapter 8
Each example is presented as a vignette that describes:
The purpose of the assessment
The teacher’s role during the assessment
What the students do
Summary comment on the advantages and uses of the assessment
.
Slide4Chapter 8
The different assessments include:
Talk Show
Geoboard
Magnet Experiment
Interpreting Portfolio Entries
Reading Response Time
Anecdotal Records
Book
Talks
Slide51. Talk Show
Subject (Grade Level)
ESL – Language Arts (Secondary)
Description
Students simulate a television talk show by presenting themselves as a famous person who is being interviewed.
Slide61. Talk Show
The Purpose of the assessment:
To assess reading comprehension, summarizing, and speaking
The teacher’s role during the assessment:
The teacher describes the major components of the talk show.
The teacher provides a list of famous people that the students can choose from, that is tied to the topic being taught.
Teacher rate the students during the talk
show.
Slide71. Talk Show
What the students do:
Select a famous person to role-play
Students are given time to prepare a biography of the person, maybe a week or two
Students read a biography, book, articles about the famous person.
At least 3 resources are required
Students keep a daily journal of their reading.
Students report daily on progress and/or problems
Students work in small groups and brainstorm how the talk show will be
done.
Slide81. Talk Show
One student elects to be the interviewer and can interview several students at a time
Students practice and prepare for talk show
Students are asked questions by the interviewer and they respond as if they were the famous person they have chosen.
The students rate themselves after the talk show on how well they preformed and spoke.
Slide91. Talk Show
Summary comment on the advantages and uses of the assessment
The teacher can integrate the assessment and instruction in a way that enables them to assess language skills such as writing, reading, verbal
communication.
The assessment can be used to teach across curriculums such as social studies and
science
.
Slide102. Geoboard
Subject (Grade Level)
ESL – Mathematics (Middle)
Description
A teacher uses
goeboards
to assess geometric concepts and applications.
Slide112. Geoboard
The Purpose of the assessment:
To illustrate and check for understanding of geometric concepts.
The teacher’s role during the assessment:
The teacher gives students the supplies:
Geoboard
& rubber band.
The teacher monitors students and asks questions as the students work together in groups
.
Slide122. Geoboard
What the students do:
Students use a
geoboard
and rubber band to make different shapes.
Students explain what their shape is and find others
geoboards
with the same/similar shape.
Students work in groups created and describing other shapes.
Slide132. Geoboard
Summary comment on the advantages and uses of the assessment
The
Geoboard
is used by placing a rubber band over pegs to make a geometric shape
Geoboards
are used along with other hands-on math
manipulatives
in the classroom
Geoboards
allow students to see how shapes are created and what they have in common
.
Slide143. Magnet Experiment
Subject (Grade Level)
ESL – Science (Middle)
Description
A teacher observes and rates students as they identify which magnet is strongest.
Slide153. Magnet Experiment
The Purpose of the assessment:
This activity is an integrated assessment of language and content related to magnetism.
The teacher’s role during the assessment:
The teacher gives students the supplies: magnets, and supplies.
The teacher monitors and observes the students and asks questions along the progress of the experiment
.
Slide163. Magnet Experiment
What the students do:
Students are given three magnets (large, medium, small) magnets and materials to use against the magnetic force (paperclips, forceps, small washers.)
Students experiment with the magnetic strengths of the magnets with the supplies.
Students decide and write a group summary about which magnets they found are the strongest and how they came up with the decision.
Slide173. Magnet Experiment
Summary comment on the advantages and uses of the assessment
This experiment is used as a science activity.
It allows students to work in groups and builds verbal communication skills
.
Slide184. Interpreting Portfolio Entries
Subject (Grade Level)
ESL (Secondary)
Description
Two teachers discuss assessment portfolios used in instruction and placement decisions.
Slide194. Interpreting Portfolio Entries
The Purpose of the assessment:
To monitor the progress of beginning ESL students.
The teacher’s role during the assessment:
The teacher gives guidance directions to what needs to be in the portfolio
The teacher monitors the students progress and compilation of the portfolio
The teacher reviews the portfolio at the end of the year to determine if a student should be moved up a
level.
Slide204. Interpreting Portfolio Entries
What the students do:
Students compile a portfolio of work done throughout the year. The portfolio consists of the following:
Reading passages with comprehension questions or reading strategies checklist
Teacher-selected writing samples
Student-selected writing samples
Student self-assessments
Other miscellaneous work that indicates students progress
Slide214. Interpreting Portfolio Entries
Summary comment on the advantages and uses of the assessment
The teacher uses the assessment portfolios to monitor student progress.
The teacher uses rubrics designed to help make assessments decisions less subjective and more criterion-referenced.
The next teacher receiving the portfolio will have a more concrete examples of what the students can do
.
Slide225. Reading Response Time
Subject (Grade Level)
Language Arts (Elementary)
Description
A student presents a person response to reading a full class, following which other students give oral feedback as the teacher takes notes for a portfolio.
Slide235. Reading Response Time
The Purpose of the assessment:
To link instructional activity with authentic assessment.
The teacher’s role during the assessment:
The teacher gives direction and selects students for specific roles (manager, reader)
The teacher takes notes for the students portfolios
.
Slide245. Reading Response Time
What the students do:
Students prepare a handwritten report to read on a specific subject.
One student is selected as a “manager” who gives feedback about the report read aloud.
All feed back must be given in a positive manner
Students are selected to read his/her report aloud to the “manager.” for peer review.
Slide255. Reading Response Time
Summary comment on the advantages and uses of the assessment
This assessment focuses on integrative language activities and mirrors the type of feedback individuals might receive outside the classroom.
This assessment allows students to become more effective readers and writers.
Students provide peer feedback on integrated language use
.
Slide266. Anecdotal Records
Subject (Grade Level)
Language Arts (Elementary)
Description
A teacher takes anecdotal notes on a individual reading while managing cooperative learning groups.
Slide276. Anecdotal Records
The Purpose of the assessment:
An assessment note keeping strategy.
The teacher’s role during the assessment:
The
teacher takes notes
on the strategies the student uses/does not use in decoding unknown words, (sounding out, reading on, looking at illustrations etc)
Slide286. Anecdotal Recording
What the students do:
The class work on assignments whiles students are selected one at a time for reading assessments.
The students are given (or selects) a book to read.
The students read the book aloud to the teacher while the teacher takes notes.
When student is finished another student is selected and
reads a book to the teacher.
Slide296. Anecdotal Recording
Summary comment on the advantages and uses of the assessment
This assessment
method could be used at all
levels of proficiency and grade levels bout
w
ould be especially helpful with beginning readers.
The teacher could focus on any number of classroom objectives in asking questions of the student, including comprehension
Slide307. Book Talks
Subject (Grade Level)
Language Arts (Elementary)
Description
A teacher tape records an oral presentation in a small group as a student presents a person response to reading and other students ask questions.
Slide317. Book Talks
The Purpose of the assessment:
To focus on reading comprehension while assessing
reading strategies and oral proficiency.
The teacher’s role during the assessment:
The teacher ask comprehension questions about
a book/passage the student has read.
The adapts questions to the individual student’s reading/comprehension level.
The teacher collects data to add to the students portfolio.
Slide327. Book Talks
What the students do:
Students answer reading comprehension questions about a passages/book that they have read.
Student read aloud a passage/paragraph from a book/article to the teacher.
Slide337. Book Talks
Summary comment on the advantages and uses of the assessment
This integrated assessment of reading and oral proficiency builds a cumulative record for the students’ portfolio.
This would be an excellent form of assessment to use in an ESL upper elementary, middle school, or high school classroom.
Teachers get an integrated assessment of reading comprehension, oral reading fluency, work attack skills, and oral reading.