classroom assessment - · pdf fileresponse, product, or performance based on established...
TRANSCRIPT
CLASSROOM ASSESSMENTA Cyclical Process 4Meaningful Assessment 5Guiding Principles for Assessment and Evaluation of
Second Language Learning 6Assessment Tools and Strategies 9
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 3
Assessment is a systematic process of gathering information aboutwhat a student knows, is able to do, and is learning to do. Assessmentinformation provides the foundation for decision-making and planningfor instruction and learning. Assessment is an integral part ofinstruction that enhances, empowers, and celebrates student learning.
Using a variety of assessment techniques, teachers gather informationabout what students know and are able to do, and provide positive,supportive feedback to students. They also use this information todiagnose individual needs and to improve their instructional programs,which in turn helps students learn more effectively.
Assessment must be considered during the planning stage ofinstruction when learning outcomes and teaching methods are beingtargeted. It is a continuous activity, not something to be dealt with onlyat the end of a unit of study. Students should be made aware of theexpected outcomes of the course and the procedures to be used inassessing performance relative to the outcomes. Students can graduallybecome more actively involved in the assessment process in order todevelop lifelong learning skills.
Evaluation refers to the decision making which follows assessment.Evaluation is a judgment regarding the quality, value, or worth of aresponse, product, or performance based on established criteria andcurriculum standards. Evaluation should reflect the intended learningoutcomes of the curriculum and be consistent with the approach usedto teach the language in the classroom. But it should also be sensitive todifferences in culture, gender, and socio-economic background.Students should be given opportunities to demonstrate the full extentof their knowledge, skills, and abilities. Evaluation is also used forreporting progress to parents or guardians, and for making decisionsrelated to such things as student promotion and awards.
Diagnostic assessment may occur at the beginning of a term or a unitof study, or whenever information about the prior learning of a studentis useful. Various types of diagnostic assessments (tests, journals,performance-based assessment, etc.) may be used to collect thatinformation. Teachers may use diagnostic assessment to
! find out what students know and can do
! identify student strengths and plan instruction which builds on andextends those strengths
CLASSROOM ASSESSMENT
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 4
! target difficulties, identify the precise nature of them, and planinstruction to meet those difficulties
! make informed decisions regarding where to focus instructionaltime and effort
Formative assessment is similar to diagnostic assessment but differs inthat it provides ongoing feedback to the teacher about the effectivenessof instruction. Formative assessment encompasses a variety ofstrategies, used selectively to accomplish one or more of the followingpurposes:
! monitor student learning and provide feedback to students andparents
! identify areas of growth
! motivate students and provide incentive to study
! help focus attention and effort
! emphasize what is important to learn
! provide practice in applying, demonstrating, and extendingknowledge, skills, and attitudes
! encourage goal-setting and monitor achievement of goals
! reflect on program structure and effectiveness, and modify or adjustteaching as necessary
Summative assessment occurs most often at the end of a unit of study.The primary purposes are to determine the knowledge, skills, andattitudes that have developed over a period of time, to summarizestudent progress.
A Cyclical ProcessThe evaluation process is cyclical in nature. Each phase is linked to anddependent on the others.• In the preparation phase, decisions are made about what is to be
evaluated, the type of evaluation to be used, the criteria againstwhich student outcomes will be judged, and the most appropriateassessment techniques for gathering information.
• The assessment phase involves developing or selecting assessmenttools, deciding when and how assessments will be conducted, thencollecting, organizing, and interpreting the information on studentperformance.
• During the evaluation phase, the teacher makes a judgment on theprogress of the student and the level of achievement reachedrelative to the outcomes.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 5
• The reflection phase provides teachers with the opportunity toconsider the success of the evaluation process used and to makemodifications to subsequent teaching and evaluation.
Meaningful AssessmentAssessment should occur in authentic contexts that allow students todemonstrate learning by performing meaningful tasks. Meaningfulassessment achieves a purpose and provides clear and usefulinformation. For example, it may identify misunderstandings instudent learning, and provide corrective feedback and direction forfurther instruction. Assessment improves instruction and learning.
Meaningful content and contexts for assessment help students byengaging their attention and encouraging them to share their work andtalk about their learning processes. Students need to take an active partin assessment. When students understand assessment criteria andprocedures and take ownership for assessing the quality, quantity, andprocesses of their own work, they develop self-assessment skills. Theultimate goal of assessment is to develop independent life-long learnerswho regularly monitor and assess their own progress.
The Teacher’s Role in AssessmentIn the classroom, teachers are the primary assessors of students.Teachers design assessment tools with two broad purposes: to collectinformation that will inform classroom instruction, and to monitorstudents’ progress towards achieving year-end outcomes. Teachers alsoassist students in developing self-monitoring and self-assessment skillsand strategies. To do this effectively, teachers must ensure that studentsare involved in setting learning goals, developing action plans, andusing assessment processes to monitor their achievement of goals.Teachers also create opportunities for students to celebrate theirprogress and successes.
Teachers learn about students’ learning and progress by regularly andsystematically observing students in action, and by interacting withthem during instruction. Because students’ knowledge, and many oftheir skills, strategies, and attitudes are internal processes, teachersgather data and make judgments based on observing and assessingstudents’ interactions, performances, and products or work samples.
Teachers demonstrate that assessment is an essential part of learning.They model effective assessment strategies and include students in thedevelopment of assessment procedures such as creating rubrics orchecklists. Teachers also collaborate with parents and with colleaguesregarding student assessment.
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 6
Assessment and Evaluation Purposes and AudiencesThe quality of assessment largely determines the quality of evaluation.Valid judgments can be made only if accurate and complete assessmentdata are collected in a variety of contexts over time. Managingassessment that serves a multitude of purposes and audiences is achallenging task. Teachers must continually balance not only theassessment of their students’ progress in the development ofknowledge, skills and strategies, and attitudes but also their ownpurposes and audiences for information collected during assessment.
Guiding Principles for Assessment and Evaluation of SecondLanguage LearningClassroom-based assessment provides regular feedback and allowsteachers and students to reflect on progress and adjust instruction andlearning accordingly. See the chart, entitled Principles of Assessmentthat Assist Learning and Inform Instruction, on page 8. When planningfor assessment for second language learning, it is important to considerthe following points:• The teacher should use a variety of assessment techniques that
clearly reflect the communicative, learner-centred, task-basedapproach to second language learning. For example, when using atask-based approach, written interpretation would be tested byhaving students use the information in a written text to carry out atask, rather than by having students answer comprehensionquestions.
• The percentage of the final mark allotted to each component of thecurriculum should reflect the amount of time that the studentsspend on that component. For example, if students are spending70% of their time on oral activities, 70% of their final mark shouldbe determined by oral evaluation.
• Tests should measure what they say they are measuring. Forexample, if students are being tested for aural interpretation and thetest requires that they write down information they haveunderstood, they should be marked on whether or not they haveunderstood, not on whether the information written was correctlyspelled.
• Evaluation should take place in the context of meaningful activities.For example, grammar points dealt with in the course of a unit canbe evaluated by looking at whether or not they are correctly used inthe task the students are doing, not in fill-in-the-blank or otherdecontextualized exercises.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 7
• Different kinds of outcomes should be evaluated in different ways.For example, knowledge-related outcomes can be assessed byobjective tests; attitudes are better assessed by observation.
• Students should be involved in determining the criteria that will beused for evaluating their work. This can be part of the planningprocess at the beginning of each unit. Students should have a clearunderstanding of the types of evaluation procedures that will beused throughout the unit.
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 8
Principles of Assessment that Assist Learning and Inform Instruction
1. An Integral Part ofInstruction and Learning
2. Continuous and Ongoing
3. Authentic and MeaningfulLanguage LearningProcesses and Contexts
Assessment . . .• is meaningful to students• leads to goal setting• fosters integration with other
curricular areas and applicationto daily life
• reflects instructional strategiesused
• uses a wide variety of methods• reflects a definite purpose
Assessment . . .• occurs through all instructional
activities (observations,conferences, responses, logs)
• occurs systematically over aperiod of time
• demonstrates progress towardsachievement of learningoutcomes
Assessment . . .• focuses on connecting prior and
new knowledge (integration ofinformation)
• focuses on authentic context andtasks
• focuses on application ofstrategies for constructingmeaning in new contexts
4. Collaborative andReflective Process
5. Multidimensional,Incorporating a Varietyof Tasks
6. Developmentally andCulturally Appropriate
Assessment . . .• encourages meaningful student
involvement and reflection• involves parents as partners • reaches out to the community• focuses on collaborative review
of products and processes todraw conclusions
• involves a team approach
Assessment . . .• uses a variety of authentic tasks,
strategies, and tools• is completed for a variety of
purposes and audiences• reflects instructional tasks
Assessment . . .• is suited to students’
developmental levels• is sensitive to diverse social,
cultural, and linguisticbackgrounds
• is unbiased
7. Focused on Students’Strengths
8. Based on How StudentsLearn
9. Offers Clear PerformanceTargets
Assessment . . .• identifies what students can do
and are learning to do• identifies competencies in the
development of knowledge,skills, and attitudes
• considers preferred learningstyles
• focuses on celebrations ofprogress and success
• provides for differentiation• provides information to compare
a student’s performance withhis/her other performances
Assessment . . .• uses sound educational practice
based on current learning theoryand brain research
• fosters development ofmetacognition
• considers multiple intelligencesand learning styles
• uses collaborative andcooperative strategies
• considers research on the role ofmemory in learning
• reflects current models oflanguage learning
Assessment . . .• encourages student involvement
(setting criteria, measuringprogress, working towardsoutcomes and standards)
• encourages application beyondthe classroom
• provides a basis for goal setting• provides students with a sense of
achievement• provides information that
compares a student’sperformance to predeterminedcriteria or standards
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 9
Assessment Tools and StrategiesChoosing assessment strategies and tools requires that teachersconsider the range of classroom situations that students will experience.A variety of tools and resources may be used.
Examples of Student Assessment TechniquesThere are a number of ways of organizing student assessment and avariety of tools that can be used to carry it out. The choice of techniqueswill depend largely on what is being evaluated. Students can beassessed by observing them as they are engaged in classroom activities,by measuring how well their work meets specific criteria, or by givingthem different kinds of tests. They can be assessed individually or ingroups. The assessment can be done by the teacher, by the studenthimself or herself, or by other students. A number of different tools canbe used to record the results of the assessment, for example, checklists,rating scales, or anecdotal records.
The following are some examples of techniques specifically designed toassess different aspects of second language learning. Each techniquecan be used to assess other aspects of learning than the examplegiven. For example, observation checklists can be used to assess groupactivities, reflection on learning strategies, the spelling, grammar, andpunctuation of written texts, and so on.
Projects
Performance Paper-and-PencilTests
Observation andPerceptions
PersonalCommunication
Standardized Tests
End-Of-Unit Tests
Teacher-Made Tests
Individual Conferences
Small-Group Discussions
Interviews
Adapted from Heartland AEA, 1992
Student Participation/Involvement
Classroom Interaction
Drawing
Demonstrations
Speeches
Experiments
Written Reports
Debates
Video/Audio Tapes
Assessment Tools and Resources
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 10
Anecdotal RecordsAnecdotal records are systematically kept notes of specific observationsof student behaviors, skills, and attitudes in the classroom. Anecdotalrecords provide cumulative information regarding progress, skillsacquired, and directions for further instruction. Anecdotal notes areoften written as the result of ongoing observations during the lessonsbut may also be written in response to a product or performance thestudent has completed. Systematic collection of anecdotal records on aparticular student provides excellent information for evaluation oflearning patterns and consistency of student progress. Well-keptanecdotal records provide a valuable, practical, and specific referenceabout a student.
Checklists, Rating Scales, and RubricsChecklists, rating scales, and rubrics are assessment tools that statespecific criteria that allow teachers and students to make judgmentsabout developing competence. They list specific behaviours,knowledge, skills, attitudes, and strategies for assessment, and offersystematic ways of organizing information about individual students orgroups of students.
Checklists usually offer a yes/no format in relation to the specificcriteria and may be directed toward observation of an individual, agroup, or a whole class. Checklists may be single-use or multiple-use.
Rating scales allow for an indication of the degree or frequency of thebehaviours, skills and strategies, or attitudes displayed by the learner.They may be used to gather individual or group information, and areusually single-use. Multiple-use rating scales may be achieved byhaving students or teacher complete the same rating scale at differenttimes during the school year and making comparisons.
Rubrics are an expanded form of rating scale that list several specificcriteria at each level of the scale. They may be used to assessindividuals or groups and, as with rating scales, may be compared overtime.
The quality of information acquired through the use of checklists,rating scales, and rubrics is highly dependent on the quality of thedescriptors chosen for assessment. Their benefit is also dependent onstudents’ direct involvement in the assessment and interpretation of thefeedback provided.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 11
Ejemplo de normas de evaluaciónNormas de evaluación para la lengua y la cultura españolas
Norma de evaluación para el trabajo cooperativo
Norma de evaluación para presentaciones orales-Respuestas sencillas
Sí No
Pronunciación precisa
Gramática precisa
4 3 2 1
Igualdad en ladistribución deltrabajo
cantidad de trabajocompartido demanera equiparable
cantidad de trabajoun poco desigual
cantidad de trabajodesigual—hecho ensu mayor parte poruno o dosestudiantes
cantidad de trabajodesigual—unestudiante ha hechotodo el trabajo
Se mantiene en latarea
Todo el tiempo la mayor parte deltiempo
a veces poco involucrado(a);rara vez se mantieneen la tarea
Interacción bastante intercambiode ideas; muestrarespeto por losdemás
algún intercambiode ideas;respetuoso(a) conlos demás
poco intercambio deideas; se distraefácilmente; es unpoco descortés conlos demás
muestra poco interés;es descortés con losdemás
Norma de evaluación para presentaciones orales-Juego de rol cultural
4 3 2 1
Pronunciación precisa todo eltiempo, casi comoun hispanohablante
comprensible, conpocos errores
algunos errores,pero se le entiende
pronunciación pobremuy adaptada a suprimera lengua(inglés, francés, etc.)
Fluidez ejecución fluida bastante fluida pausas no naturales insegura; vacilante;intervalos largos
Inteligibilidad se le entiendefácilmente
se le entiende se le entiende condificultad
no se le entiende
Vocabulario uso amplio delvocabulario meta
algún uso delvocabulario meta
uso mínimo delvocabulario meta
no usa el vocabulariometa
Credibilidad(muestraconocimiento de lacultura)
juego de rol creíble;refleja la cultura
juego de rol creíble;refleja un poco lacultura
poca credibilidad;poca conexión conla cultura meta
no creíble; no hayconexión manifiestacon la cultura meta
Desempeño animoso, entusiasta;buen contacto visual
entusiasmo general;algún contactovisual
poco entusiasmo;contacto visuallimitado
lee de sus fichas;monótono; no haycontacto visual
Adaptado de Nebraska K-12 Foreign Language Frameworks
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 12
Ejemplo de normas de evaluaciónNormas de evaluación para la lengua y la cultura españolas (continuado)
Norma de evaluación para el material escrito-General
4 3 2 1
Gramática perfecta usa bien la materiaque se estudia
algunos errores enla materia que seestudia
parece no entenderlo que se estudia
Vocabulario uso creativo delvocabulario
vocabulario al nivelactual de estudio
algún uso delvocabulario actual;faltan palabrasclaves
uso mínimo delvocabulario meta alnivel actual deestudio; usoincorrecto de laspalabras
Ortografía perfecta muy pocos erroresen la ortografía y enel uso de la tilde(acento ortográfico)
algunos errores enla ortografía y en eluso de la tilde(acento ortográfico)
muchos erroresen la ortografía y enel uso de la tilde(acento ortográfico)
Norma de evaluación para el material escrito-Escritura creativa (estudiantes de 3er. y 4to.Años)
Sobresaliente3
Satisfactorio2
Deficiente1
Ortografía/Pronunciación
ortografía y puntuacióncasi siempre correctas
algunos errores en todaspartes
descuidado; abundanteserrores
Gramática al nivel de estudio osuperior con muy pocoserrores
algunos errores-nosiempre hay concordanciaentre sujeto y verbo y/osujeto y adjetivo, usa aveces tiempos verbalesincorrectos; no siempremuestra nivel de estudioactual
la escritura está al niveldel 1er. o 2do. año;muchos erroresgramaticales-los sujetos,verbos y adjetivosgeneralmente noconcuerdan; la escrituraestá en su mayoría en eltiempo presente
Esfuerzo más del requerido satisface los requisitos faltan algunas partes; eltrabajo parece hecho a laligera
Creatividad descripciones creativas yoriginales; personajesrealistas; bien ilustrado;ordenado
alguna creatividad;descripciones sencillas; ensu mayor parte claro yordenado
no muestra creatividad oplanificación;descripcionesincompletas; personajesirreales; ilustraciones alazar o no hayilustraciones
Adaptado de Nebraska K-12 Foreign Language Frameworks
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 13
Ejemplo de normas de evaluaciónEscalas de clasificación
Cuadro 7A. Ejemplo de una escala de clasificación inclusiva
4 — Supera las expectativas No hay errores en la expresión (p.e. gustos/antipatías y/o preguntar responderpreguntas); pronunciación casi como un hispanohablante; uso de las estructurasmás allá de la habilidad esperada; usos culturales apropiados casi como de unhispanohablante; siguió instrucciones, excedió lo esperado.
3 — Excelente Casi todas las expresiones de gustos/antipatías y/o preguntar/responderpreguntas son correctas; se le entiende fácilmente con errores poco frecuentes enla pronunciación, las estructuras y en el uso del vocabulario; se demostraron demanera apropiada casi todos los usos culturales; siguió todas las instrucciones.
2 — Bueno Algunos errores en las expresiones de gustos/antipatías y/o preguntar/responder preguntas; inteligible con errores perceptibles en la pronunciación, lasestructuras, y/o en los usos del vocabulario; se demostraron de manera apropiadaalgunos usos culturales; siguió casi todas las instrucciones.
1 — Todavía no Pocas o ninguna expresión de gustos/antipatías y/o preguntar/responderpreguntas de manera correcta; casi o totalmente ininteligible; los usos culturalesfueron impropios o no se demostraron del todo; poca evidencia de seguirinstrucciones.
Cuadro 7B. Ejemplo de una escala de clasificación analítica
4Supera las
expectativas
3Excelente
2Bueno
1Todavía no
Expresa gustos/antipatías
sin errores casi todosexpresadoscorrectamente
algunos errores, lamayoría expresadoscorrectamente
pocos o ningunocorrectamenteexpresados
Es inteligible(pronunciación,estructuras, uso devocabulario)
casi como unhispanohablante;usa estructuras másallá de la destrezaesperada
se le entiendefácilmente, errorespoco frecuentes
inteligible conerrores perceptiblesen la pronunciación,las estructuras, y/oen el uso devocabulario
casi o totalmenteininteligible
Demuestra usosculturalesapropiados
usos casi como unhispanohablante
casi todos sedemostraron demanera apropiada
algunosdemostrados y demanera apropiada
impropios o nodemostrados
Sigue instrucciones excedió lo esperado sigue todas lasinstrucciones
sigue casi todas lasinstrucciones
poca evidencia deseguir instrucciones
Las escalas de clasificación analíticas dan más información sobre criterios específicos y se deben usarcuando los estudiantes y los profesores quieren retroalimentación sobre sus habilidades y debilidadesen un desempeño, producto o proceso. Los niveles de desempeño (las normas) se describen para cadauno de los criterios. “Una escala analítica requiere que los evaluadores den por separado evaluacionesde los diferentes aspectos del trabajo. Los criterios que incorporan varios resultados son analíticos”.(Herman, Aschbacker and Winters, p. 70)
Adaptado de Nebraska K-12 Foreign Language Frameworks
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 14
Ejemplo de norma de evaluaciónAutoevaluación de la actividad oral
Evalúate en cada una de las siguientes categorías:
!!!!! fantástica!!!! muy buena!!! buena!! regular! necesita mejorar
!! !! ! !! ! ! !! ! ! ! !
Contenido• El contenido estuvo completo.• Las ideas estuvieron bien organizadas. " " " " "
Inteligibilidad• Fui inteligible para mi compañero.• Fui inteligible para mi profesor/a. " " " " "
Vocabulario y expresiones• Usé expresiones recién aprendidas.• Usé nuevo vocabulario recién aprendido. " " " " "
Gramática• Usé construcciones que son un reto para mí. " " " " "
Fluidez• Hablé una cantidad razonable.• Hablé con poca vacilación. " " " " "
Registro• Usé formas de expresión familiares y formales,
según el caso. " " " " "
Desarrollado por Karen Jogan, Albright College, Reading, PA.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 15
Ejemplo de norma de evaluaciónEvaluación del informe oral
Desarrollado por Karen Jogan, Albright College, Reading, PA.
Orador(a): ______________________________________________________________________
Examinador(a): __________________________________________________________________
Fecha: _________________________________ Clase: ________________________________
Titulo de la tarea: ________________________________________________________________
Entendí de qué se trataba el informe. Sí ______ Un poco ______ No ______
Me gustó como el orador/la oradora ________________________________________________
_________________________________________________________________________________
Para mejorar, el orador/la oradora podría __________________________________________
Evalúa el formulario del informe oral de 5 (fantástico) a 1 (necesita mejorar)
Esquemas presentados 5 4 3 2 1
Palabras clave enunciadas 5 4 3 2 1
Organización clara 5 4 3 2 1
Uso de material visual/ilustraciones 5 4 3 2 1
Referencia mínima a apuntes escritos 5 4 3 2 1
Extensión apropiada 5 4 3 2 1
Se respondío a las preguntas 5 4 3 2 1
El orador parece interesado en al tema 5 4 3 2 1
Originalidad, creatividad 5 4 3 2 1
El orador sustenta una opinión 5 4 3 2 1
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 16
Ejemplo de norma de evaluaciónEvaluación de una historia
Nombre: ________________________________ Fecha: _______________________________
Evalúa la historia:
!!!! fantástica!!! buena!! promedio! necesita mejorar
!! !! ! !! ! ! !
La historia estuvo bien organizada. " " " "
La historia tuvo un comienzo, un desarrollo y un final. " " " "
La historia fue interesante y entretenida. " " " "
La historia incluyó una variedad de expresiones. " " " "
Las ideas en la historia estuvieron claramente expresadas. " " " "
La historia pudo ser commprendida por otros. " " " "
Me gustó la historia porque ________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Desarrollado por Eliason, Eaton, & Jogan, TESOL, 1997.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 17
Ejemplo de norma de evaluaciónPara expresar un punto de vista
Desarrollado por Eliason, Eaton, and Joga, TESOL, 1997.
Nombre: ___________________________ Fecha: ___________________ Tema: _______________
Evalúate en el proceso:
Pienso que tuve éxito en expresar mi opinión. " "
Mi opinión tuvo varios argumentos de apoyo. " "
Mis argumentos de apoyo estuvieron bien organizados. " "
Fui persuasivo(a) y convincente. " "
La estructura de mi oración fue gramaticalmente correcta. " "
La mejor parte de mi presentación fue _______________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Pude mejorar mi presentación si yo __________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
muyexitoso
no muyexitoso
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 18
Ejemplo de norma de evaluaciónLista de verificación del relato de una historia: Autoevaluación
Nombre: ________________________________ Fecha: _______________________________
Titulo del libro: __________________________ Autor: _______________________________
Por favor marca una “X” en la casilla que describe tu habilidad para hacer lo siguiente:
Desarrollado por Karen Jogan, Albright College, Reading, PA.
Por micuenta
Con ayuda deun(a) compañero(a)o de mi profesor(a)
Todavía nopuedo hacer
esto
Puedo nombrar a los personajesprincipales.
Puedo describir la escena.
Puedo informar sobre lasacontecimientos en ordencronológico.
Puedo identificar los asuntos oproblemas principales.
Puedo describir el desenlace.
Puedo expresar mis sentimientossobre la historia y compararloscon otra historia o suceso en mivida.
Puedo identificar mi partefavorita de la historia o a mipersonaje favorito y decir porqué.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 19
ConferencesConferences provide opportunities for students and the teacher todiscuss learning strengths and areas for improvement, and to setlearning goals. In conferences, it is possible to learn a great deal aboutstudents’ understanding of information, attitudes toward learning, andthe skills and strategies students employ during the learning process.Conferences provide opportunity for individualized teaching, forguiding students to more challenging materials, and for determiningfuture instructional needs.
Conferences are usually short informal meetings held with individualstudents, or a small group of students, and involve diagnostic listening,questioning, and responding. Interviews, on the other hand, areconferences that are conducted to gather specific information. Theymay involve a set of questions you ask for a specific purpose. Forexample, you may need information about the student’s readingpatterns and difficulties and and may use a formal conference orinterview to ask questions directly related to a particular aspect of thestudent’s performance.
Sometimes more formal interviews are conducted regarding studentattitudes and metacognitive behaviors. These are often presented as aset of questions or activities to which the student may respond orallywith the teacher recording responses.
Whether conferences are informal or formal, they are most beneficialfor assessment purposes when they are held on a regular schedule andboth student and teacher come prepared with materials to share andquestions to ask. Systematic conference notes form a permanent recordof the content of the conference and set goals for future learning.Conferences provide opportunities to assess the appropriateness of thetasks and observe other areas of concern.
Once students are familiar with good conferencing procedures, peerconferencing is an alternative for students to obtain feedback anddiscuss progress and goals.
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 20
ContinuaContinua or continuums are a series of descriptors that attempt todescribe the behaviours that students exhibit as they are developingcommunicative competence. Teachers can use them systematically toobserve and make judgments about students’ progress. Althoughcontinua are designed to list descriptors according to developmentalprinciples, most students do not develop in a linear fashion. Individualstudents may exhibit a range of indicators from a number of phases atany one time. Key indicators describe behaviours typical of a phase andprovide a way of mapping student progress through the various levels.Students may not move through phases at a regular pace. Theindicators do not describe evaluative criteria through which everystudent is expected to progress in sequential order, but they do provideevidence of an overall developmental pattern.
Performance AssessmentsPerformance assessment is defined as an assessment activity thatrequires students to construct a response, create a product, or perform ademonstration. Since performance assessments generally do not yield asingle correct answer or method for solution, evaluations of studentproducts or performances are based on judgements guided by criteria(McTighe and Ferrara 34).
Performance assessments are concerned with how students apply theknowledge, skills, strategies, and attitudes that they have learned tonew and authentic tasks. Performance tasks are short activities(generally between one and three class periods) that provide anopportunity for students to demonstrate knowledge, skills, andstrategies. They are highly structured and require students to completespecific elements. They may be content-specific or interdisciplinary andrelate to real-life application of knowledge, skills, and strategies.
Performance assessment tasks can be organized into three categories:products (such as dioramas, slide shows, reports, videotapes, etc.),performances (such as dramatic readings, interviews, debates, etc.), andprocesses (such as problem solving, cooperative learning, etc.).
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 21
PortfoliosF. Leon Paulson defines portfolio as “a purposeful collection of studentwork that exhibits the student’s efforts, progress, and achievements inone or more areas. The collection must include student participation inselecting the contents, the criteria for judging merit, and evidence ofstudent self-reflection” (60).
The physical structure of a portfolio refers to the actual arrangement ofthe work samples and can be organized according to chronology,subject, types of student product, or goal area. The conceptual structurerefers to the teacher’s goals for student learning. For example, theteacher may have students self-assess a work sample, then self-reflect,and then set a goal for future learning. The work-sample self-assessment and the goal sheet may be added to the portfolio.
Students generally choose the work samples to place in the portfolio.The teacher may also choose to have specific work samples placed inthe portfolio.
The charts that follow provide examples of elements that may beincluded in a second language portfolio, a sample assessment rubric,and ideas for exhibitions and projects.
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 22
Carpeta de trabajo del estudiante
Oral Presentations/ Multimedia Presentations/Presentaciones orales Presentaciones audiovisuales
debates/debates videotapes/videocasetesaddresses/discursos films/películasdiscussions/conversaciones audiotapes/cintas de casetemock trials/simulacros de juicio slides/diapositivasmonologues/monólogos photo essays/composiciones con fotosinterviews/entrevistas print media/medios de difusión impresosspeeches/conferencias computer programs/programas de computación
storytelling/narracionesoral histories/historias oralespoetry reading/lecturas de poesíabroadcasts/transmisiones
Visual and Graphic Arts/ Representations/Artes visuales y gráficas Representaciones
paintings/pinturas maps/mapasstorybooks/libros de cuentos graphs/gráficosdrawings/dibujos dioramas/dioramasmurals/murales models/representaciones a escalaposters/carteles mock-ups/maquetassculptures/esculturas displays/exhibicionescartoons/historietas bulletin boards/tableros de anunciosmobiles/móviles charts/diagramas, esquemas
replicas/reproducciones
Performances/ Written Presentations/Representaciones teatrales y artisticas Presentaciones escritas
role-playing, drama/ expressive (diaries, journals, writing logs)/juego de roles, dramatización de expresión (diarios, diarios de registro)
dance, movement/ transactional (letters, reports, surveys, essays)/danza, movimiento de transacción (cartas, informes, encuestas,
ensayos)choral readings/ poetic (poems, myths, legends, stories, plays)/
lecturas en voz alta en grupos poéticas (poemas, mitos, leyendas, historias, obras de teatro)
music (choral and instrumental)/música (coral e instrumental)
Adapted from Nebraska K-12 Foreign Language Frameworks, 1996.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 23
Ejemplo de normas de evaluaciónEvaluación de la calidad de las carpetas de trabajo
Evaluación de la calidad de las carpetas de trabajoEsta norma de evaluación sugiere normas y criterios que los profesores pueden usar para evaluar lascarpetas de trabajo. Se deben presentar las normas y criterios a los estudiantes antes de que empiecena desarrollar sus carpetas de trabajo.
Superior Excelente Bueno(a) En desarrollo
Apariencia visualmente muyatractiva, deaparienciaprofesional
atractiva, ordenada un poco atractiva uordenada
desordenada, nomuestra esfuerzo
Creatividad la creatividadabunda, muchopensamientooriginal y/odesarrollodetallado
mucha creatividad,pensamientooriginal y/odesarrollodetallado
alguna evidenciade creatividad,pensamientooriginal odesarrollodetallado
poca o no hayevidencia decreatividad,pensamientooriginal odesarrollodetallado
Contenido todos los artefactosde calidad elegidosdemuestran unnivel derazonamiento alto
los artefactos decalidad elegidosdemuestran unrazonamiento claro
algunos de losartefactos elegidosdemuestranrazonamiento claro
pocos o ningunode los artefactoselegidosdemuestranrazonamiento claro
Organización organizaciónimpresionante quehace que la lecturafluya de maneracontinua
organizada,transición claraentre los trabajos ylas partes de lacarpeta
bastanteorganizada, buenatransición entre lostemas
nada en orden,parece juntadocasualmente, nohay transición
Integridad tiene las muestrasobligatorias,demuestra muchoesfuerzosuplementario conmuestrasadicionales
tiene la muestraobligatoria,algunas muestrasadicionales
tiene las muestrasobligatorias
faltan algunasmuestrasobligatorias
Reflexión alto nivel depensamientoanalíticorespaldado conevidencia sólida
tiempo evidente enreflexionar,honesta; detallesexcelentes
muestra reflexiónadecuada
muy breve, hechacon apuro, nosincera u honesta
Adaptado de Nebraska K-12 Foreign Language Frameworks, 1996.
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 24
Ideas for Exhibitions and Projects
The following list provides teachers with ideas for products, performances, and processes that can beincorporated as authentic tasks into projects and exhibitions. Teachers using this list will provide stu-dents with meaningful, relevant classroom experiences that can be applied in real-world contexts andactively involve students in the learning process.
The list was compiled from a variety of sources (Jacobs, 1995; Maker & Nielsen, 1996); most are ideasfrom teachers who have used them in the classroom.
World language teachers are encouraged to use this list to create their own list of projects to fit courseoutcomes and the varied interests and talents of students.
The categories are only one way to arrange the list. Many products and performances can cross overinto other categories. In the world language classroom, culture is interwoven throughout the products,processes, and performances, as are the communicative skills.
Media/Technology
advertisements editorials news reports slidescable channels filmstrips newsletters slide showsCD-ROM creations infomercials newspapers TV showsclip art magazines opinion polls TV Guidecommercials marketing campaigns radio shows traveloguecomputer graphics movies screenplays videoscomputer programs multimedia presentations scripts Web home pages
Visual and Performing Arts
artwork: dances music compositions puppets/shows• painting displays musical instruments raps, jingle, chants• sculpture drawings musical performance cheers• ceramics flags musical plays record/CD/book coversbanners flip books musical symbols role playsbillboards flower arrangements origami silkscreen printsblock prints fugues pantomimes simulationsbulletin boards greeting cards paper skitscartoons illustrations papier-mâche creations sociodramaschoral readings jewelry photo essays song writingchorales labels photography stitcheryclay models logos plays tattoosclothing design masks pop-up books totem polescollages mobiles posters wallpaper patternscomic strips mosaics potterycostume creation murals props for plays
Speaking/Listening
audio/videotapes debates oral reports seminarschoral readings discussions panel discussions speechescourt-trial simulations flannel boards presentations story boardscooperative tasks narratives scenarios
Adapted from Nebraska K-12 Foreign Language Frameworks, 1996.
SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Classroom Assessment
Classroom Assessment – 25
Ideas for Exhibitions and Projects (continued)
Reading/Writing/Literature
3-D research papers expository writing myths research reportsABC books fables narrative writing satiresbibliographies historical documents outlines storiesbiographies histories persuasive writing term papersbookmarks illuminated manuscripts poetry time capsulesbooks journal articles poetry anthologies time-lineschildren’s stories lists of books read portfolios written questionsdictionaries of terms lists of movies seen position papers writing systemsencyclopedias lyrics reaction papersessays memoirs reports
Hands-on/Kinesthetic
collections floor plans obstacle courses synchronized movementconstructions flower arrangements physical exercise terrariumscrafts games precision drill team toolsdemonstrations inventions project cube treasure huntsdioramas labs scale modelsenvironmental studies learning centres scavenger huntsfield trips models sewingflash cards museum displays sports/outdoor activities
Daily Life
application forms email letters of all kinds receiptsbills eulogies manuals recipe booksboxes/cartons family trees maps recipesbrochures foods/cooking menus resuméschecks government forms messages, voice/written schedulescleaning instructions obituaries schoolcontracts invitations pamphlets scrapbookscustoms journals parties shopping listsdaily routines junk mail petitions spreadsheetsdiaries labels photo albums surveysdirections last wills prescriptions work
laws questionnaires
Thinking Skills
analogies crossword puzzles graphic organizers secret codescategorizing/classifying decision making graphs self-discoverycause/effect design experiments graphs, 3-D synthesischarts diagrams homework synthesis of researchcompare/contrast elaboration lessons and test design tessellationcomparison charts evaluation patterns Venn diagramsconcepts evaluation of evidence plans visualizationcross-number puzzles experiments problem solving webbing/mind maps
extrapolation puzzlesfact files rating scalesgoal setting reflection
Adapted from Nebraska K-12 Foreign Language Frameworks, 1996.
Classroom Assessment • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)
Classroom Assessment – 26
ClozeIn cloze procedure, words or parts of words are masked or blocked outin a sentence or a short passage. Students must use other cues or cluesin context, both in the text and from their background experience, toreplace or complete the missing words. As students read and come tothe blank in the sentence, they call on cueing systems and other sourcesof information to help decide what word would make sense in thesentence. With young students, perhaps only one word in the sentencewould be left out. With older students, as many as eight to tendeletions in a passage would be appropriate. Experience with clozepassages encourages students to maximize their use of the cueingsystems. Students choose which information sources and strategies aremost appropriate when meeting unknown words, rather thanoverusing graphophonic clues and sounding out words without anyreference to meaning or word order.
Think-Alouds Think-Alouds involve asking students to verbalize their thought aloudwhile engaged in a task. Think-Alouds are an effective instructionalstrategy, can provide insight into how readers process text, and serve asa very effective assessment strategy for written interpretation and useof strategies.