33063799
Beschreibung
Mindmap von Madison Dahlke, aktualisiert more than 1 year ago
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Erstellt von Madison Dahlke
vor etwa 3 Jahre
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Authentic
Assessment for
Emergent Bilinguals
- What is it?
- Authentic assessments are performance-based
assessments that require students to apply their
knowledge in creative and meaningful ways to
demonstrate proficiency.
- Authentic assessments are performance-based
assessments that require students to apply their
knowledge in creative and meaningful ways to
demonstrate proficiency.
- Criteria
- Keep it to a minimum! Criteria should
be essential to the task at hand,
whether that Intel's 10 different criteria
or 4.
- Keeping criteria simple and straightforward explicitly
outlines expectations for EBs and allows them to monitor
their own progress and measure their abilities with as
little confusion as possible.
- Keeping criteria simple and straightforward explicitly
outlines expectations for EBs and allows them to monitor
their own progress and measure their abilities with as
little confusion as possible.
- Share criteria with students before they begin the
given task. This allows EBs know exactly what is
expected of them and outlines exactly what they
should be able to produce.
- When working with EBs, it may be beneficial to involve them in creating the criteria for their tasks so
that they feel a sense of ownership over their work. Allowing EBs to take part in creating criteria also
switches their motivation from being extrinsic to intrinsic, increasing their determination to be
successful.
- When working with EBs, it may be beneficial to involve them in creating the criteria for their tasks so
that they feel a sense of ownership over their work. Allowing EBs to take part in creating criteria also
switches their motivation from being extrinsic to intrinsic, increasing their determination to be
successful.
- Keep it to a minimum! Criteria should
be essential to the task at hand,
whether that Intel's 10 different criteria
or 4.
- Why do it?
- These assessments provide direct evidence
of a student's ability to apply the things
they have learned in real-world contexts.
- When working with EBs, this way of collecting
data is vital to ensuring that they understand
new content and can then use it as a resource in
their day to day lives.
- When working with EBs, this way of collecting
data is vital to ensuring that they understand
new content and can then use it as a resource in
their day to day lives.
- They allow for multiple avenues of
demonstration of knowledge.
- This is an essential component of
assessing EB students because it gives
them the flexibility to showcase their
knowledge in a way that works best
for them.
- This is an essential component of
assessing EB students because it gives
them the flexibility to showcase their
knowledge in a way that works best
for them.
- Authentic assessments integrate
teaching, learning, and
assessment.
- Instead of tests being given after content has been
covered and knowledge is (expected to be) acquired, the
real-world tasks students perform and complete during
the exploration / learning process are used as a
measurement of their proficiency.
- In relation to portfolios, EBs can look back on all of the
work they have done over time and choose which
artifacts best demonstrate their knowledge and
understanding of a topic rather than memorizing
definitions and certain formulas for multiple choice
tests.
- In relation to portfolios, EBs can look back on all of the
work they have done over time and choose which
artifacts best demonstrate their knowledge and
understanding of a topic rather than memorizing
definitions and certain formulas for multiple choice
tests.
- Instead of tests being given after content has been
covered and knowledge is (expected to be) acquired, the
real-world tasks students perform and complete during
the exploration / learning process are used as a
measurement of their proficiency.
- These assessments provide direct evidence
of a student's ability to apply the things
they have learned in real-world contexts.
- How do you do it?
- STEP 1: Identify the CONTENT standards for
assessment and develop student-friendly "I
can" statements (in home and target
langauge).
- STEP 2 :Select or create an authentic
task that aligns with the standards
being assessed. This can be done
from scratch or can be an enhanced /
re-vamped to become authentic.
Make sure it is relatable!
- STEP 3: Identify the criteria in which student progress and
achievement will be measured. These will be used to
determine how well each student has mastered a
standard. INVOLVE STUDENTS IN THIS PROCESS.
- STEP 4: Determine the type of rubric that should be used
and create that rubric using the criteria from the previous
step.
- STEP 5: Use assessments to guide
future instruction!!
- STEP 5: Use assessments to guide
future instruction!!
- STEP 4: Determine the type of rubric that should be used
and create that rubric using the criteria from the previous
step.
- STEP 3: Identify the criteria in which student progress and
achievement will be measured. These will be used to
determine how well each student has mastered a
standard. INVOLVE STUDENTS IN THIS PROCESS.
- STEP 2 :Select or create an authentic
task that aligns with the standards
being assessed. This can be done
from scratch or can be an enhanced /
re-vamped to become authentic.
Make sure it is relatable!
- STEP 1: Identify the CONTENT standards for
assessment and develop student-friendly "I
can" statements (in home and target
langauge).
- What does it look like?
- Performing a task
- Instead of selecting a response on a
multiple choice test, students are
asked to perform a task related to
the content standard(s) being
assessed.
- Performing tasks requires a depth of understanding
in order to be successful. EB students can be
presented with a task in their home language to
ensure they understand what is being asked of
them. That way their performance is not hindered
by a language barrier.
- Performing tasks requires a depth of understanding
in order to be successful. EB students can be
presented with a task in their home language to
ensure they understand what is being asked of
them. That way their performance is not hindered
by a language barrier.
- Instead of selecting a response on a
multiple choice test, students are
asked to perform a task related to
the content standard(s) being
assessed.
- Student Structured
- Authentic assessments redirect
students' focus from what's on the
test to everything they are capable of
doing,
- When working with EBs, it is important to allow multiple avenues
towards success, even if that is as simple as allowing those students to
access and/or present information in their home language.
- For example, a newcomer whose home language is
German may be able to demonstrate a higher level of
mathematical proficiency if they are given word
problems in their home language rather than in the
target.
- For example, a newcomer whose home language is
German may be able to demonstrate a higher level of
mathematical proficiency if they are given word
problems in their home language rather than in the
target.
- When working with EBs, it is important to allow multiple avenues
towards success, even if that is as simple as allowing those students to
access and/or present information in their home language.
- Authentic assessments redirect
students' focus from what's on the
test to everything they are capable of
doing,
- Real-Life Context
- When an assessment presents
students with tasks in real-life
context, it relates their learning to life
outside of school.
- This allows students an opportunity to relate
to whatever it is that they are learning, making
content more accessible and easier to retain. To
do this, teachers must be intentional with
getting to know their students.
- When working with EBs, we must also make sure we are
culturally competent. In other words, we need to educate
ourselves on the cultures represented in our classroom so that
we can can use that knowledge to create opportunities for
them to personally connect to academic content.
- When working with EBs, we must also make sure we are
culturally competent. In other words, we need to educate
ourselves on the cultures represented in our classroom so that
we can can use that knowledge to create opportunities for
them to personally connect to academic content.
- This allows students an opportunity to relate
to whatever it is that they are learning, making
content more accessible and easier to retain. To
do this, teachers must be intentional with
getting to know their students.
- When an assessment presents
students with tasks in real-life
context, it relates their learning to life
outside of school.
- Performing a task
- Portfolios
- This type of authentic assessment allows for a
measure of student progress towards certain
goals and criteria over an extended period of
time through multiple student-selected work
samples.
- Portfolios allow EBs to be directly
involved in selecting pieces to put in
their portfolios, monitoring their growth,
and setting achievement goals.
- This type of authentic assessment allows for a
measure of student progress towards certain
goals and criteria over an extended period of
time through multiple student-selected work
samples.
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