Different Types ofAssessments

The importance of students' background
1. According the Brown University's article, some important information to know is the last time the student attended a school, the number of years of schooling the student received, what prevented the student from attending school, what grade level. the student was in (some countries number their grade levels differently), how old the student is (some countries calculate age differently), type of school they attended, type of curriculum, parents educational background, and students' health information,
2. When newcomers first begin at a school, it is important to understand the student's educational background. Many countries do not function the same as U.S. schools therefore it is important to find out as much information about the student as possible.
3. APPLICATION WITH MY EB STUDENTS IN THE CLASSROOM: During my short time working at my school, I have learned a lot from working with my students and their parents. I help their parents when they fill out paper work, when they call the school asking a question, when I need to communicate behavior, academics, or reminders. While doing these tasks, i've learned which parents can not read or write, therefore i make sure to call these parents when a letter is going home, or to assist them with paper work even if it is translated. Not only does this help me assist parents but it also gives me insight into what students need extra support.
  1. MY EXPERIENCE: My native language is Spanish, so growing up I received EL services and struggled academically. However, my parents knew how to read and write in Spanish. My mom would read me bed time stories in Spanish, she would sing to me songs like "La Vaca Lola", "Pinpon era un muneco". My dad would also make me practice my writing skills. He would tell me draw circles and lines on paper. My dad would also read me children's bible stories. Although I had these experiences that contributed to my academics positively, I know some of my students do not have these benefits.
Initial Assessment
1. APPLICATION WITH MY EB STUDENTS IN THE CLASSROOM: When my first grade students were in kindergarten, they completed the kindergarten screener that assessed their English Language proficiency, but since then they have taken a follow up English Proficiency assessment. They took an English Proficiency assessment called ACCESS during the Spring of their Kindergarten year. that assessed their progress after having a year of EB Pull-out services and support from their Kindergarten teachers.
  1. Therefore, before creating any lessons and authentic assessments, I need to evaluate their CANDO descriptors to accommodate the lessons to their needs and abilities
2. After evaluating the results, teachers should implement the appropriate accommodations for these students. A great assessment should include level proficiency descriptors that help identify what the child can do. For example, after teachers administer the WIDA Kindergarten Screener to a student, the WIDA Scoring calculator than scores the assessment a provides a proficiency level to the student. Teachers can then find the WIDA CANDO Descriptors on the WIDA website that gives an overview of what students are able to do. The WIDA CANDO descriptors are also broken into 4 domains: Listening, speaking, reading, and writing. The teachers should then use this information to plan and accommodate lessons for their EB students.
3. Home Language Survey: When a student first enrolls in a school, the parent or guardian completes paper work. One of the surveys the parent or guardian completes is the Home Language Survey. This HLS is used to see which students may need EB services. The main questions a HLS asks are: What languages other than English are spoken in the home? What language did the child first learn to speak? What language is spoken most frequently in the home?
4. The EB teacher or other trained staff in the school then evaluates the HLS's. If the Home Language Survey mentions a minority language (such as Spanish, Chinese, Pohnpeian etc.), the student then gets referred to be given a language proficiency assessment by trained school staff. These staff members are trained to give the appropriate assessment, and complete the assessment every year.
6. After the trained staff has evaluated the HLS surveys and referred the students to take the Proficiency Language Assessment, the students' English language is assessed. The language proficiency assessment should evaluate listening, speaking, reading, and writing skills. One great language proficiency assessment that is given to evaluate the English language is called the WIDA Screener for Kindergarten. The results from these assessments are then use to build a pathway for English Language fluency which is important for student success.
Formal Assessment
2. The Authentic Assessment Toolbox Article does a great job showing how a mix or informal and formal assessments are needed. In the article it mentions an example of which chauffeur he prefers. His two options are a driver who passed the driving portion of the drivers test but failed the written test and a driver who failed the driving test but passed the written test. His answer was, "I would prefer a driver who passed both portions. I love this analogy because it shows the importance of both assessments.
3. Formal Assessments are assessments that are measured with paper an pencil. For example, multiple choice questions, true/false questions, fill-in the blank, or matching. A lot of our state tests are administered this way, for example the ACT, SAT.
4. APPLICATION WITH EB STUDENTS IN THE CLASSROOM: A formal assessment EB students take is the ACCESS test during the spring of their kindergarten year and every year that they are in the program. This ACCESS test is a formal assessment that assess their growth in their English Language. This assessment provides the teach with information like what they can. do.
6. BOTH: Regardless of what assessments teachers use, the assessments should be use to drive instruction. After viewing the assessment results, teachers should determine what concepts the students mastered and what skills need to be retaught to each student. Teachers can group students into small groups to reteach the skills to each small group, or if all students failed to master the same skill the teacher can then reteach the lesson in whole group.
On Going Assessment
1. This portfolio can be used in many ways. The classroom teacher and EB teacher can both help the student build his/her portfolio with materials created in their classrooms. The classroom and EB teacher also work collaboratively throughout the year and therefore can use this portfolio to communicate celebrations, concerns, accommodations needed, etc. Teachers can also use this portfolio during parent conferences, or school retention meetings.
2. APPLICATION WITH MY EB STUDENTS IN THE CLASSROOM: Although the student portfolio is described as a portfolio the child builds in the classroom, I chose to modify this portfolio to be doable in my classroom. I am an EB teacher that teaches pull-out ESL instruction. Therefore, I only see my students 30 minutes each day. I created separate files for each of my students (due to lack of binders for all 50 students). I then let my students add this authentic assessment into their files. I plan on helping my students add to these files throughout the year and maybe creating binders when supplies become available.
  1. Benefits of portfolios: As part of the School Retention and PST Committee, this documentation will be very helpful when talking about students' needs throughout the year. As an EB teacher who only teaches in small group, I believe I see a different side to my students. A lot of times these students are very shy in the classroom and underperform. Once they come into my classroom, they open up.
3. One ongoing assessment that caught my attention is a portfolio. The students can create a portfolio, where they organize their best work. This portfolio showcases their work they create in class. This work that is displayed in the portfolio shows what the student is able to do.
5. This portfolio assessment is ongoing because the student is constantly adding to his/her portfolio throughout the year. For example, a student can add a writing sample every month. At the end of the year, the student can then reflect on how much his/her writing improved throughout the year.
6. According to the Brown University "Teaching Diverse Learners" article an ongoing assessment, "provides continuous feedback on the effectiveness of instruction and indicates areas where a change in instructional strategy may be advised."
Informal Assessment
1. APPLICATION WITH MY EB STUDENTS IN THE CLASSROOM: For my authentic assessment I applied informal assessments. The first informal assessment that I included in my lesson is the turn and talks. I let my students turn and talk with each other to brainstorm answers to my thinking questions. This assessment provided me with insight into their background knowledge of compare and contrast.
  1. My students also completed a picture sort or drew pictures of how the two characters were similar and different. i informally assessed this when they presented their creations to the small group. While the students were explaining the similarities and differences of the characters to our small group, I used a rubric to assess their learning. All students were able to meet the goal of the lesson. Evaluating the results from these informal assessments, let me know that these students are able to dive deeper into comparing and contrasting. The next steps for this lesson are to compare and contrast two separate characters from two different books.
  2. APPLICATION WITH MY EB STUDENTS IN THE CLASSROOM: After reading the book (Big pig Little Pig) I added another informal assessment which was a classroom discussion. During this discussion I asked questions like "how were the characters the same, how were they different?" During this classroom discussion I was informally assessing my students to see which students were able to identify how the characters were the same and different and which students were unable to. If my students were unsuccessful I was planning on rereading the story. During my small group lesson., all students were able to contribute to the small group discussion.
3. Informal assessments are also called Authentic or Alternative assessments. Some examples of informal assessments are: oral reports, presentations, demonstrations, written assignments and portfolios. Many teachers have the opportunity to use these informal assessments in their classrooms to track their students' learning.
4. BOTH: Regardless of what assessments teachers use, the assessments should be use to drive instruction. After viewing the assessment results, teachers should determine what concepts the students mastered and what skills need to be retaught to each student. Teachers can group students into small groups are reteach the skills to each small group, or if all students failed to master the same skill the teacher can then reteach the lesson in whole group.
Receptive vs Expressive Language Skills
1. RECEPTIVE: The receptive skills refer to the skills required to comprehend what has been said. Quoted from Brown University's article "Teaching Diverse Learners".
2. When assessing expressive language skills teachers should use rubrics to help them with analyzing students' language skills. Brown University's article "Teaching Diverse Learners" states that rubrics focus on: Comprehension, fluency, pronunciation, grammar, and vocabulary.
3. APPLICATION WITH STUDENTS IN THE CLASSROOM: Teachers can assess the students' receptive oral langugae skills by giving the students simple comands such as "turn and talk with your neighbor" "NAME sit in the blue chair" "NAME you can go back to your classroom now"
  1. Teachers can also assess their expressive language skills by listening to their turn and talks, small group discussions and oral presentations.
4. Ideas on how to assess receptive oral language skills: Observe how your EB students follow simple commands such as "sit in the blue chair", "line up"or "Bring me your folder". Teachers can also use picture cards to assess receptive oral language skills. For example, "show me the what you use to color with". An effective initial assessment should also have ways to assess this receptive skill.
5. EXPRESSIVE: The expressive or productive skills refer to one's ability to speak and convey one's thoughts and ideas to others. Quoted from Brown University's article "Teaching Diverse Learners"

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Different Types ofAssessments

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	Criado por Nelly Elorza quase 3 anos atrás