2. Presentation Objectives
To
present ideas for progress and
achievement assessments that can be
used and modified to fit different
classrooms.
To
present ideas for assessments and
activities that can support and work within
existing testing structures.
3. What comes to mind when
you hear the word
“assessment?”
Why do we test?
How can we effectively
assess progressive and
achievement?
4. What does an alternative
assessment look like?
Possible Features
Usually requires rubric
development
Usually requires more
student activity
Can use a variety of
formats
Often formative
Can be customized
More authentic
Examples
Surveys
Critiques
Blogs
Interpretations
Debates
Panel discussions
Student-led teaching
5. Why Use Alternative
Assessments?
Can fit the learning style, cultural/linguistic
background, and demographics of any student
(Tannenbaum, 1996).
Shows the students’ progress toward a learning
objective (Huerta-Marcias, 1995).
Students can show their abilities, knowledge, and
skills rather than imitating or repeating structures
(Huerta-Marcias, 1995).
Focuses on what students know and can do
rather than what they are lacking (Tannenbaum, 1996).
6. Examples of Formal and Informal
Alternative Assessments in action*
Blogs
Social
Media Profiles
Student-led Teaching
Debate
Interviews
Vocabulary Cards
*see handout for variations and more
7. Blogs
Objective:
To improve daily fluency, comfort,
and interaction in writing.
Assignment:
Students created an online blog
to which they made one contribution each
week about a topic of their choice. They
were also required to comment on one other
student’s blog each week.
Assessment:
Informally assessed fluency.
Graded for level of completion and amount
of interaction.
8.
9. Social Media Profiles
Objective: To assess students’ knowledge,
understanding, and analysis of characters in a
short story through media role play.
Assignment: Students chose a character from a
short story and created a Facebook profile for
that character. They were able to fill out the
character’s personal information and life events,
select pictures to represent them, and post
dialogue or appropriate comments on their own
walls or on each others’ walls.
Assessment: Formally assessed character
comprehension and analysis. Graded with rubric
assessing level of completion, accuracy of
information, use of pertinent language
10.
11. Social Media Profile Rubric
Category
Accuracy
(40%)
1
Information was false,
unsupported, or
plagiarized. No
inferences were made.
2
Student used obvious
information from the
text, but did not make
inferences regarding
the character’s
persona, or made
incorrect inferences.
3
Student used correct
information from the
text, and made good
inferences regarding
the character’s
persona.
4
Student used explicit
and correct information
from the text, and
make excellent
inferences regarding
the character’s
persona.
Completion
(35%)
Student left many
components blank, and
did not participate fully
in the activity.
Student completed
some basic
components, but did
not elaborate or
demonstrate
knowledge of details.
Student completed
many elements of the
profile, but may not
have elaborated to
demonstrate
knowledge of details.
Student completed as
many components as
possible, utilizing a
variety of functions of
the profile. Evidence of
details and elaboration
are present.
Language Use
(25%)
Student used none of
the target vocabulary,
grammar, or sentence
structures. Key words
in the text are not used.
Student shows many
errors with the target
vocabulary, grammar,
or sentence structure.
Key words in the text
are rarely used
correctly.
Student shows a grasp
of the target
vocabulary, grammar,
or sentence structure.
Key words in the text
are used, though
sometimes incorrectly.
Student shows a
mastery of the target
vocabulary, grammar,
and sentence structure.
Key words in the text
are utilized
appropriately and
accurately.
12. Student-Led Teaching (Article)
Objective: To assess students’ ability to identify
and extrapolate key issues and vocabulary as well
as main ideas and important points in an article.
Assignment: Students chose an article related to
the themes that had been discussed in the class
and presented it. They were required to provide
discussion questions for the class and explain key
vocabulary from the article.
Assessment: Formally assessed reading
comprehension. Graded using a rubric assessing
level of completion, accuracy of information
presented, quality of content, and participation
(in the presentations of others)
13. Student- Led Teaching Rubric
100 - 90
Article is of proper length
and academic quality.
Activities are
appropriate, excellently
executed, and very
effective.
89 - 80
Article is of proper
length and academic
quality. Activities and
questions are mostly
appropriate and
reasonably effective.
79 - 70
Article is slightly short, and
perhaps is lacking
academic quality.
Activities and questions
are generally
appropriate, though not
always effective.
70>
Article is too short, and
components of the
assignment are missing.
Activities and questions
are inappropriate and
ineffective when present.
Completion
(30%)
Lesson shows a great
deal of planning,
thought, and
consideration. Activities
and questions are well
prepared and the lesson
is smooth and coherent.
Lesson shows planning,
thought, and
consideration.
Activities and
questions are preprepared, with only a
few hiccups.
Lesson shows little
planning, thought, and
consideration. Activities
and questions are only
somewhat prepared,
and there may be
missing or incomplete
elements.
Lesson shows little to no
planning, thought, or
consideration.
Requirements are missing.
Activities and questions
seem improvised or very
poorly planned.
Accuracy
(20%)
A very high level of
comprehension is
demonstrated. Assertions
regarding content,
analysis, and vocabulary
are correct and
extremely well
communicated.
General comprehension
is demonstrated.
Assertions regarding
content, analysis, and
vocabulary are mostly
correct and satisfactorily
communicated.
Comprehension appears
to be incomplete only on
the surface. Assertions
regarding content,
analysis, and vocabulary
are frequently incorrect or
poorly communicated.
Participation
(10%)
Student very effectively
leads the other students,
and is an active
participant in other
presentations.
A high level of
comprehension is
demonstrated.
Assertions regarding
content, analysis, and
vocabulary are
correct and
reasonably well
communicated.
Student effectively
leads the other
students, and is a
participant in other
presentations.
Student leads the other
students, and is present
but not active in other
presentations.
Student is absent for other
presentations, and/or does
not effectively lead the
class.
Content (40%)
14. Debate
Objective: Students will practice and utilize
argumentative language in a formal debate
setting, thereby practicing presentation skills.
Assignment: Students were divided into two
teams and assigned a side of an issue to
research. Students were then required to
prepare and deliver a statement of position,
challenges to the opposing team’s arguments,
and effective rebuttals.
Assessment: Formally assessed speaking and
argumentative language use. Graded using
rubric; self-assessment also used.
16. Interviews
Objective: To assess students’ abilities to
synthesize vocabulary and themes presented
across multiple units by designing and
conducting interviews and then analyzing and
evaluating results and data for a presentation
Assignment: Students worked in teams to
select a subtopic relating to thematic units,
develop 10 – 15 interview questions, interview
multiple native speakers, compile data, create
a graphic representation of data, and present
their findings.
Assessment: Formally assessed Rubric, self
assessment, team assessment
17. Interview Rubric
Category
Organization
(15 points)
Description
Assignment guidelines are followed
Information is presented in a logical order
Signal words are used to show transitions
between parts of the presentation
Introduction captures the audience’s attention
and outlines the thesis or main point
Content
(40 points)
Language Skills
(20 points)
Delivery
(25 points)
Score
Points
5
5
5
10
Presentation contains accurate and relevant
information
Facts, statistics, and/or examples are relevant
and used to support main ideas
Conclusion summarizes main points and
engages the audience
Grammar and vocabulary are used correctly
and appropriately
Pronunciation, stress, and intonation are
understandable
Eye contact is appropriate and maintained
throughout the presentation
Body language is appropriate and animated
10
Speaker’s voice is clear and audible
Visual aids are informative, effective, and are
not distracting
Length of presentation is within the assigned
time limits.
Total Points
5
5
10
10
10
10
5
5
5
100
Score
18. Vocabulary Cards
Objective: To assess students’ comprehension
and utilization of new vocabulary words.
Assignment: On a blank piece of construction
paper, students will write the word, its
definition, synonyms, an example sentence,
and its part of speech, and will then create a
visual representation of the word.
Assessment: Informally assessed vocabulary
comprehension and utilization. Graded for
completion and accuracy
20. Now, it’s your turn!
What
alternative assessments have you
used?
How effective were they?
How did you grade them?
What were the pros and cons?
21. Resources
Blogs: www.blogspot.com
Social media in the classroom:
http://www.educationnation.com/index.cfm?objectid=
D25A95BE-6152-11E1-8D32000C296BA163
Student-led teaching:
http://www.soundout.org/teaching.html
http://iteslj.org/Techniques/Ogawa-StudentsTeach.html
Debate:
http://www.educationworld.com/a_lesson/lesson/lesso
n304b.shtml
Interviews:
www.ndfb.org/image/cache/Interview_planner.doc
Vocabulary Cards:
http://www.eslpartyland.com/teachers/skills/ideasvoca
b.htm
22. References
Huerta-Macias,
A. (1995). Alternative
assessment: Responses to commonly
asked questions. TESOL Journal, 5, 8-10.
Tannenbaum,
J. (1996). Practical ideas on
alternative assessment for ESL students.
CAL Digest Online.
23. Thank you!
Please email us with any
questions!
Sara: sbergerson@bridge.edu
Kirby: kstein@bridge.edu
Hinweis der Redaktion
Introduce selves, teaching context
Ask how many work in an adult IEP setting, and how many are K-12
Point is we all have to test, can’t avoid standardized testing for placement/diagnostics, but in classroom we can test learning objectives and progress in different ways
Elicit examples first
Grading: 10 points weekly, grading for completion, contributing to “Ongoing Assessment” score, which was 35% of final grade.
Student feedback: This student said he enjoyed getting to know his classmates, and writing about what he wanted. Many of these students continued blogging after the semester had finished, and even use their blogs to continue communicating with one another after moving to other states or countries.The commenting student said that this activity helped him to get more daily writing practice, and to get used to typing and using computers in English. He thought it was fun to write to other students casually.
I conducted this activity in an advanced (C2) reading class. The students had one class period (90 min) to choose their character and develop the profile. They were permitted to choose which elements of the profile they completed based on their assessment of the character, but completion and thoroughness was an aspect of the grade.
Student sample inspired by the character “Addie” from Eudora Welty’s “A Visit of Charity”. The student used information, dialogue, and inferences about Addie’s character from the story.
Score was part of the students’ “ongoing assessment” grade, which comprised 30% of their final grade.Feedback: This student enjoyed the activity. He felt that it helped him to think more carefully about the characters, and to dig into the material for more pertinent information. He said that it also helped him to translate the characters into today’s world. My reflection: This activity was fun, although if I were to do it again, I would allot more time – perhaps two class periods instead of one.Extension: Students could be asked to write on other characters’ walls in order to show key dialogue or events from specific reading assignments.
Was used in an advanced reading class to assess achievement or progress in reading skills, utilization of key vocab, and presentation skillsFeedback?
Was used as an ongoing assessment in an advanced listening and speaking class. Contributed to ongoing assessment grade (30%)Student feedback in video…challenging but manageable
Context of class, debate?
Context: C2 (advanced) speaking/listening class. Project spread out over 2 weeks. Contributed to “ongoing assessments,” which compiles 30% of final grade.
Used in all levels, mainly in reading classes. Students presented vocab cards to the class when they were finished. Word cards were placed on the wall, organized by unit. Can easily be used as an activity, with periodic quizzes.
*List resources*Rubrics*Fill in missing evidence/examples of work*Research in beginning*Formatting*Handout? – sets, rubrics, assignment descriptors