4342348
Description
Mind Map by lyndsey_aulsbroo, updated more than 1 year ago
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Created by lyndsey_aulsbroo
almost 9 years ago
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Authenticity is Key for an EB!
- Portfolio Assessment
- My school implements Portfolio Assessment
of EBs throughout the school year. Each EB
has a folder showcasing his or her progress.
I feel it is important to get the child involved
in the creation of the portfolio. It gives them
ownership and motivation to succeed. I also
allow my students to choose samples to
add to their portfolio. I make sure to add
samples throughout the school year in ALL
subjects to show academic achievement. At
the end of the year, students are so proud
to look at their portfolio and see how far
they have come!
- Portfolio assessments
reflect growth toward
achievement of objectives.
A variety of student work
is collected over time.
Included in these portfolios
are information, samples,
and evaluations.
- My school implements Portfolio Assessment
of EBs throughout the school year. Each EB
has a folder showcasing his or her progress.
I feel it is important to get the child involved
in the creation of the portfolio. It gives them
ownership and motivation to succeed. I also
allow my students to choose samples to
add to their portfolio. I make sure to add
samples throughout the school year in ALL
subjects to show academic achievement. At
the end of the year, students are so proud
to look at their portfolio and see how far
they have come!
- Ongoing Assessment
- Ongoing assessment of student
learning provides teachers with
feedback on the effectiveness of
instruction and indicates where
change might need to take place. It
may also reveal strengths that are not
detectable in high stakes testing.
Students are able to show what
they can actually DO!
- One easy example of Ongoing Assessment I
practice in my classroom is the
implementation of "Exit Slips." Students tell
me one thing they have learned and one thing
they are still confused about. If writing skills
are not yet developed, pictures work too.
- Ongoing assessment of student
learning provides teachers with
feedback on the effectiveness of
instruction and indicates where
change might need to take place. It
may also reveal strengths that are not
detectable in high stakes testing.
Students are able to show what
they can actually DO!
- What Assessment is Not Authentic?
- High Stakes Testing
- High-stakes tests are designed to
measure whether or not content and
performance standards have been
achieved. The purpose of the
standards is to make students,
teachers, and administrators
responsible for a high standard of
teaching and learning. Unfortunately,
when High Stakes Tests are
standardized, EB students do not
have the equal opportunity to pass.
This is why I feel that High Stakes
Tests are not authentic.
- Accommodations can be
given to EBs with limited
English proficiency. Examples
of accommodations are:
extra time, read instructions
aloud, extra breaks, and the
reading of Math and Writing
test items. Even with these
accommodations, I do not
feel that these types of
tests are authentic because
they do not show what
students can DO.
- High-stakes tests are designed to
measure whether or not content and
performance standards have been
achieved. The purpose of the
standards is to make students,
teachers, and administrators
responsible for a high standard of
teaching and learning. Unfortunately,
when High Stakes Tests are
standardized, EB students do not
have the equal opportunity to pass.
This is why I feel that High Stakes
Tests are not authentic.
- High Stakes Testing
- Authentic Assessment
- Students are asked to
perform real-world tasks
that demonstrate
meaningful application of
essential knowledge and
skills. Authentic
Assessment drives the
curriculum! It gives
students a vehicle to
show they have engaged
in the construction of
meaningful learning.
- Teachers first determine the
tasks students will perform
to demonstrate mastery, then
the curriculum is developed
which will enable students to
perform those tasks well.
ANALYZE, SYNTHESIZE, APPLY
- A great example of
Authentic Assessment in
the classroom would be to
allow EBs to create their
own story map to show
comprehension. EBs could
map out the beginning,
middle, and end of a
story. A novice EB should
be allowed to draw
pictures instead of writing.
- Students are asked to
perform real-world tasks
that demonstrate
meaningful application of
essential knowledge and
skills. Authentic
Assessment drives the
curriculum! It gives
students a vehicle to
show they have engaged
in the construction of
meaningful learning.
- Initial Assessment
- Initial assessment of skills and abilities
helps teachers to provide appropriate
instruction for all students.
Appropriate educational decisions are
made from the data so that suitable
services can be provided. EBs must
be treated fairly!
- Home language surveys and Language
Proficiency Tests are only a couple of
examples of Initial Assessment. Schools
are required to perform these tests with
EBs. The initial assessment of academic
knowledge is extremely important. Luckily,
the ESL teacher at my school is bilingual
and she is able to assess the Spanish
speaking students in their L1. Being a 1st
grade teacher, one initial assessment I
practice in my classroom when I receive
EB students is to gain an understanding of
their listening and speaking skills.
- Initial assessment of skills and abilities
helps teachers to provide appropriate
instruction for all students.
Appropriate educational decisions are
made from the data so that suitable
services can be provided. EBs must
be treated fairly!
- Performance Based Assessment
- Teachers can create a
portfolio assessment based
on classroom instruction and
everyday tasks. Clear and fair
material must be established
from the beginning. Rubrics are
necessary. Oral communication
and/or reading can be
concentrated on.
- I practice Performance Based
Assessment with the EBs in my
classroom. My students read
The Little Red Hen in groups.
After that, each student was
given an animal mask. The
groups then took turns acting out
the story with the masks. Not
only was it fun, but they were
able to show to everyone in the
class that they comprehended
the story.
- Teachers can create a
portfolio assessment based
on classroom instruction and
everyday tasks. Clear and fair
material must be established
from the beginning. Rubrics are
necessary. Oral communication
and/or reading can be
concentrated on.
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