Foreign Language Teaching: Assessment and Evaluation in Language Education, Study notes of Advanced Education

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Foreign language teaching

Assessment vs. Evaluation

Formative vs. Summative

Traditional vs. Authentic Assessment

Traditional VS. Authentic

Takes place at the end of a unit Takes place over a period

of

time

Uses multiple choice or short

answers Uses portfolio approach

Students work individually Students may work

collaboratively

Students receive a numerical

grade or a pass/fail Students are evaluated

on a performance scale ranging from novice to advanced

Subject areas are isolated Subject areas are often

integrated

Students are on their own for

testing Students and teachers are

partners

Test material is often isolated

from real-life Real-life tasks are used to

assess student’s level of understanding

Balanced Assessment

Did students learn what was taught?

Can students apply or manipulate what they have learned?

What have students truly acquired?

Learning Checks

Formative Assessment

Summative Assessment

ACTFL Integrated Performance Assessment

1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance.
2. Interpersonal Communication Phase After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase is audio- or videotaped.
3. Presentational Communicative Phase Students engage in the presentational mode by sharing their research/ideas/ opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, essays, websites, etc.

ACTFL Integrated Performance Assessment

1. Interpretive Communication Phase

Read and listen to information on 2 endangered species.

Complete a graphic organizer on each animal.

2. Interpersonal Communication Phase

Imagine a conversation that might take place between the 2

different endangered species. Identify and describe

“yourself”, comment on where you live, what the weather is

like and comment on what you need to survive.

3. Presentational Communicative Phase

Narrate the story of one particular animal and create a

multimedia public service announcement or advertisement

to call attention to the plight of that endangered species.

Self-assessment – Endangered Species I can do the following: Agree Agree Somewhat But Need To Improve Not Yet Name animals. Describe animals in terms of size and color. Describe animals in terms of personality. Say what animals eat. Say where animals live. Describe the weather where animals live. Comment on harmful and helpful human practices. Integrated Performance Assessment Mode Performance Task Interpretive Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. Interpersonal Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself”, comment on what you need to survive. Presentational Narrate the story of one particular animal and create a multimedia public service announcement or advertisement to call attention to the plight of that endangered species.

Feedback

• The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.
• The manner in which feedback is communicated to students greatly affects whether it has a positive or negative effect on student achievement. John Hattie, Measuring the effects of schooling. Australian Journal of Education 1992 A Brief Review of the Research on Classroom Assessment
• Feedback from classroom assessments should give students a clear picture of their progress on learning goals and how they might approve.
• Feedback on classroom assessments should encourage students to improve.
• Classroom assessment should be formative in nature.
• Formative classroom assessments should be frequent. We destroy the love of learning in children, which is so strong when they are small, by encouraging and compelling them to work for petty rewards--gold stars, or papers marked 100 and tacked to the wall, or A's on report cards, or honor rolls, or dean's lists or Phi Beta Kappa keys--in short, for the ignoble satisfaction of feeling that they are better than someone else. ~John Holt Seven Perspectives on Grading

1. Grading is not essential for learning.

2. Grading is complicated.
3. Grading is subjective and emotional.
4. Grading gives little information about student strengths and weaknesses.
5. Grading has a limited research base.
6. Grading has no single best practice.
7. Grading that is faulty damages students and teachers. Adapted from How to Grade for Learning Ken O’Connor Inappropriate Grading Practices

• Rating homework and first efforts
• Using averages exclusively
• Using zeros indiscriminately
• Combining attitude and effort with achievement
• Applying severe penalties to late work
• Giving extra credit or bonus marks
• Distinguishing between excused and unexcused absences
• Applying assessment penalties to academic dishonesty
• Not giving special consideration to recent achievement
• Including group scores in individuals grades
• Basing grades on — poor quality assessments, assessment methods, unclear or limited performance standards
• Basing grades on a “lurking” bell curve Adapted from How to Grade for Learning, Ken O’Connor Grading Strategies (that worked for me)
• Establish grading categories and percents for those categories that reflect learning.
• Agree in principle with all teachers who are part of your vertical team.
• Do not give extra credit that has the potential to change a grade.
• Allow students to retest. Set parameters that make sense to you.
• If students do not make up quizzes, etc., give them the grade of the summative assessment on missed quizzes.
• Provide opportunities for students to quiz together if they have completed all

the homework leading up to the quiz. Grade only one quiz paper using numbered heads together.

• If students miss homework, but get an A on final assessment, excuse them from all the homework they missed.
• Use numbered heads together when doing written work in class. Collect one paper at the end of the allocated time.
• Rely on averages for in class participation points, find ways to keep track of learning checks.
• Use self-assessment “can do” statements to organize your units. Design assessments to capture proof that students CAN DO the “can do’s”. Setting Goals
• Video p. 112
• Bell ringer
• Act. 1 p. 14
• Exprimons-nous p. 114
• Act. 4 p. 115
• Comparisons p. 123
• Reading p. 136
• Numbers to 60
• Homework Bien Dit! Level 1 Chapter 4
• State what classes you like/don’t like and give a reason.
• Ask others for their opinions of classes.
• Say when you have a certain class. DOCSITY.COM