effective formative assessment for the k-8 classroom ·  · 2018-03-03effective formative...

Effective Formative Assessment for the K-8

ClassroomLynn Thompson

Jing Wei

Center for Applied Linguistics

Do not quote or cite without permission of the Center for Applied Linguistics.

Who we are

Lynn Thompson, Research Associate, World Language Assessment Specialist

Center for Applied Linguistics

Jing Wei, Performance-based language assessment specialist

Center for Applied Linguistics

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Do not quote or cite without permission of the Center for Applied Linguistics.

What is the Center for Applied Linguistics?

The mission of the Center for Applied Linguistics (CAL) is to promote language learning and cultural understanding by serving as a source for research, resources, and policy analysis.

We provide a comprehensive range of research-based information, tools, and resources related to language and culture

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Do not quote or cite without permission of the Center for Applied Linguistics.

Purpose of This Workshop

1. Overview of Assessment

2. Latest Trends and Best Practices

3. Classroom Observation Checklist Kit

4. Developing Rubrics to Track Student Progress

5. Additional Resources

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Do not quote or cite without permission of the Center for Applied Linguistics.

What is Assessment?

As instructors, we need to be able to track our students‘ language growth.

Assessment is how we do this

Assessment = the opportunity to enhance, empower, and celebrate students’ learning while giving guidance to instructors

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Ask your Partner:

What do you do to track your students’ language growth:

1. Informally

2. Formally

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Examples of Assessments

Informal

Observations

Interactive Activities

Formal

Quizzes/tests

Presentations

Projects

Portfolio

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Latest Trends and Best Practices

Integration of Instruction and Assessment

Focus on Performance = what can the student DO in Chinese

Focus on Function = language for a purpose

Focus on Engagement = students involved in tracking their own learning

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Assessment and Instruction

Stage 1: What do you want your students to be able to do

at the end?

Stage 3: Plan your lessons

Stage 2: Determine how your students will show what they

can do

Backward Design:

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Types of Assessment

−Formative assessment: monitor students' progress along the way to your goal

−Summative assessment: check in on student progress at key points in the school year

Formative assessment

Summative

Assessment

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Formative Assessment

Periodic, assessment empowers teachers and learners alike:

Teachers track student progress and adjust instruction

Students have opportunities to demonstrate what they have learned and be involved in tracking their own growth.

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Examples of formative assessment

Teacher gives directions and observes if students follow directions correctly

Teacher uses rubric to rate oral presentations

Purpose of This Workshop

1. Overview of Assessment

2. Latest Trends and Best Practices

3. Classroom Observation Checklist Kit

4. Developing Rubrics to Track Student Progress

5. Additional Resources

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Do not quote or cite without permission of the Center for Applied Linguistics.

Classroom Observation Checklist Kit

CLOCK for Chinese and other K-5 Programs

Assesses Listening and Speaking proficiency

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CLOCK Components

User Manual

Sample Activities, Set-Up, and Completion

Chinese Language Samples

Sample Completed Checklists and Student Activity Performance Records

Checklists and Student Activity Performance Records

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How does the CLOCK work?

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1. Set up an instructional/assessment for students to demonstrate their speaking and listening comprehension.

2. Select the students to observe in a class activity and select the appropriate checklist.

3. Use the Checklist to keep track of what you see and hear and to identify students’ performance levels on this activity.

4. Note the students' performance levels and activity used on the Student Activity Performance Record.

5. Add the completed CLOCK checklist to student portfolios and/or distribute to parents.

Sample Activities, Setup, and Completion

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Language Sample - Mandy

Language Sample 3

Context: This sample is from a four-week STARTALK summer program. The students, who will be in grade 5 in the fall, had been in the summer program for almost four weeks. This activity was conducted two days before the end of the program.

Instructional/Assessment Activity: In this activity, the student, Mandy* was asked to do an “Oral Report” (see Component 1 for a description of this activity). The teacher instructed the student to prepare a brief introduction about herself and a baby panda, including name, age, nationality, family, favorite colors and food before the activity. The student could take some cue cards with her as reminders.

Performance Level: The student’s language, which includes both memorized and attempts at original sentences, is representative of a Novice High performance. Note that this a prepared presentation so the student had memorized most of this speech. Therefore the student’s language may appear more fluent and fluid that would be expected at Novice High.

你好。我的名字叫曼蒂*。我十岁，我属羊，我是美国人。我家有四口人，爸爸妈妈弟弟和我。我喜欢绿色，黄色，和白色。我

不喜欢蓝色，咖啡色，和紫色。我喜欢吃肉和面包和饭。我不喜欢猪肉和菜。我喜欢喝茶和可乐。我不喜欢喝咖啡和果汁。我家

在美国中心城市*，我喜欢画画，跑步，看书，唱歌，和跳舞。

熊猫叫宝宝，熊猫３岁。熊猫家有３口人，爸爸，妈妈和宝宝。熊猫黑色和白色。熊猫喜欢吃竹子，熊猫家在中国。

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Completed Checklist for Mandy

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Completed Checklist for Mandy page 2

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Completed Student Performance Record

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Example from STARTALK program

Here is an example of one program’s use of the CLOCK.

Students were Grade 1-4 immersion students

Assessment data is from the last week of three week program

Novice and Intermediate Level

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Purpose of This Workshop

1. Overview of Assessment

2. Latest Trends and Best Practices

3. Classroom Observation Checklist Kit

4. Developing Rubrics to Track Student Progress

5. Additional Resources

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Do not quote or cite without permission of the Center for Applied Linguistics.

What is a rubric

A rubric is an assessment tool shaped like a matrix, which describes levels of achievement in a specific area of performance, understanding, or behavior.

Why using a rubric?

• Create a common language and framework for assessment

• Criterion-referenced, rather than norm-referenced

• Self-assessment and peer-assessment (for higher-grade students)

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http://www.uhm.hawaii.edu/assessment/howto/rubrics.htm#p2

Holistic Rubrics

A single score based on an overall impression of a student’s performance

Not diagnostic, but quick scoring

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http://www.carla.umn.edu/assessment/vac/improvement/rubrics/figure4.html

Analytic Rubrics

• Separate score for each characteristic

• more detailed feedback on student performance but more time consuming

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http://www.uhm.hawaii.edu/assessment/howto/rubrics.htm#p2

Parts of a rubric

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Developing a rubric

If you decide to develop a rubric, follow these steps:

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Identify what you want to assess

Identify the characteristics to be rated

Describe each level of mastery

Pilot rubrics

Revise

Activity: Adapting a rubric

Scenario:

• Grades 9-12, novice level

• Learning outcomes:

• Presentational speaking: present basic information about one’s family using phrases and simple sentences

• Activity:

• Students will present a family photo to the class and describe each family member

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https://startalk.umd.edu/public/system/files/resources/lesson-plan_chinese_student_nmnh_9-

12_2015-2.pdf

Activity: Adapting a rubric

Look at the rubric of speaking assessment developed by Zhou Laoshi (for another task) and modify it for this activity.

• How well does the rubric relate to the learning outcome specified?

• Is there anything missing, extraneous, unclear?

• Does the top end reflect excellence and the bottom end reflect entry-level competence?

• Do any of the characteristics overlap?

• Is this rubric feasible and practical?

• Can this rubric be applied to other kinds of assignments?

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http://www.uhm.hawaii.edu/assessment/howto/rubrics.htm#p2

Group Calibration

Calibration is needed when multiple raters are using the rubric to assess students. It is done so that each rater interprets and applies the rubric in the same way.

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http://www.uhm.hawaii.edu/assessment/howto/rubrics.htm#p2cc

Steps for group calibration

Describe the nature of student

work

Introduce the rubric

Describe how

scores should be assigned

Hand out anchors

and compare scores

Guide the group in a discussion

of their ratings.

Start official scoring

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http://www.uhm.hawaii.edu/assessment/howto/rubric

s.htm#p2cc

4/22/2016

Activity: COPE-SOPA Rubric Calibration

Purpose: Assess students' ability to understand and speak a second language

Level: Grades PreK-8

Format: Two students assessed together in a

friendly, non-stressful environment

Time: 15-25 minutes for each pair of students

Scoring: COPE-SOPA Rating Scale (9 Junior levels based on the ACTFL Proficiency Guidelines)

The ELLOPA and the SOPA Interviews

The ELLOPA and SOPA ask Students to:

Identify objects by their characteristics,

Answer questions

Describe people, places, or a process,

Tell a story

Present and support opinions

Purpose of This Workshop

1. Overview of Assessment

2. Latest Trends and Best Practices

3. Classroom Observation Checklist Kit

4. Developing Rubrics to Track Student Progress

5. Additional Assessment Resources

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Do not quote or cite without permission of the Center for Applied Linguistics.

Online Assessment Resources (1/4)

Assessment Resources for Instructors of STARTALK languages

Self-Assessment Digest

Four Sample Assessment Tasks

Links to other websites on Assessment

www.cal.org/startalkpat

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Sample rubrics (2/4)

an online tool to build your own rubric

http://www.rcampus.com/indexrubric.cfm

sample rubrics

University of Hawaii rubric banks

http://manoa.hawaii.edu/assessment/resources/rubricbank.htm

Example project rubrics developed by a Chinese teacher

http://steinhardt.nyu.edu/teachlearn/dclt/Projects_from_Ammy_Chau

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Online Assessment Resources (3/4)

http://www.cal.org/resources/digest/subject.htmlA collection of brief, accessible CALdigests on assessment and other relevant topics

http://callearning.org/file.php/50/Resources_Module/ILTA_Guidelines.pdfInternational Language Testing Association's Guidelines for Practice

http://www.carla.umn.edu/assessment/VAC/index.htmlVirtual Assessment Center, an introduction to language assessment from CARLA

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Online Assessment Resources (4/4)

http://pareonline.net/htm/v8n22/cali.htmClassroom Assessment Literacy Inventory

http://callearning.org/file.php/50/Resources_Module/Boyles_2005.pdfPosition paper about the importance of assessment literacy for FL teachersby Peggy Boyles

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Exit Ticket

What two things really helped you today?

What questions do you still have?

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Do not quote or cite without permission of the Center for Applied Linguistics.

Thank You!

Questions?

Comments?

Lynn Thompson lthompson@cal.org

Jing Wei jwei@cal.org

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Do not quote or cite without permission of the Center for Applied Linguistics.