Forma&veAssessmentStrategiesfortheStudent-CenteredClassroom

Forma&veassessmentisanessen&alelementofstudent-centeredclassrooms.

Teacherswhouseforma&veassessmenttechniquescaniden&fystudents’currentlevels,differen&atetheirinstruc&on,andhelpallstudentsachievestandards-

basedlearningoutcomes.

Duringthispresenta.on,par.cipantswill:

•  discusstheconceptofforma&veassessmentandreviewstrategiesteacherscanusetocheckforunderstanding,trackstudentprogress,andincreasestudentlearning

•  reflectonyourownteachingprac&cesandgainideasyoucanimplementimmediatelyinyourclassrooms

TabithaKidwell

Tabithahastaughtlanguagesandtrainedteachersonfivecon&nents.ShewasanEnglishLanguageFellowinIndonesiafrom2011-2013,andhascompletedEnglishLanguageSpecialistposi&onsinIndonesia,Rwanda,Ethiopia,andTanzania.Sheisinterestedinlanguageteachereduca&on,innova&veTESOLmethods,andtheroleofcultureinlanguageteaching.SheholdsaPhDinAppliedLinguis&csandLanguageEduca&onfromtheUniversityofMarylandandcurrentlyteachesacademicwri&ngatAmericanUniversityinWashington,DC.

©2019byTabithaKidwell.Forma&veAssessmentStrategiesfortheStudent-CenteredClassroomfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea.veCommonsAKribu.on4.0License,exceptwherenoted.Toviewacopyofthelicense,visit:hKp://crea.vecommons.org/licenses/by/4.0/

Forma.veAssessmentStrategiesfortheStudent-CenteredClassroom

SessionOverview

•  Buildasharedunderstandingofassessment-relatedterms

•  Examinetheforma&veassessmentcycle

•  Discussfourprinciplesofforma&veassessmentandhowtheycanbeappliedintheclassroom:

1.  Clearlearningtargets2.  Frequentchecksforunderstanding3.  Trackindividualstudentprogress4.  Differen&ateinstruc&on

AssessmentWhatdoyouthinkaboutwhenyouheartheword

Assessmentis…•  allofthemethodsandtoolsthat

educatorsusetomeasurestudents’educa&onalneedsandlearningprogress.

•  NOTonlytradi&onaltests.•  bothforma&veandsumma&ve.

Forma.veAssessment

•  Takesplaceduringlearning•  Primarypurposeistoiden.fystudents’

currentlevel•  Canbegradedorungraded•  Alsocalled“assessmentFORlearning”

Photo by UmmAbdrahmaan @AllahuYasser! on Foter.com / CC BY-SA

Summa.veAssessment

•  TakesplaceaUerlearning•  Primarypurposeistodeterminewhat

studentshavelearned•  Usuallyusedtogiveagrade•  Alsocalled“assessmentOFlearning”

Forma.veAssessmentis…

allofthemethodsandtoolsthateducatorsusetogetinforma&onaboutstudentprogressandhelpthemlearn.

ExamplesofForma.veAssessment

Askingcomprehensionques&ons Grammarorvocabularyexercises

Pairandgroupwork Dra^sofwri&ngStudentpresenta&ons

Whatac&vi&esdoyouusetogetinforma&onabout

studentprogressduringthelearningprocess?

Howdoyoudecidewhattoteach?

Student-centered Standards-based

RecentTrendsinEduca.on

Wherearestudentsnow?(Currentabilitylevels)

Wherearestudentsgoing?(Expectedlearningoutcomes)

Forma.veAssessment

Instruc&on

Forma&veAssessment

Reflec&on

Planning

TheForma.veAssessmentCycle

Fitri’slessononCompliments1.  Discussionaboutcompliments

2.  Brainstorm:Itemsyoucould

compliment

3.  Examplecompliments

4.  Volunteerdialogue

5.  “Doyouunderstand?”6.  Wrifenexercise

Whataresomestrengthsofthislesson?Whataresomeweaknessesofthislesson?

Principle1:ProvideClearLearningTargets

CompetencyfromIndonesianCurriculum:

Composeoralandwrifentextsexpressingandrespondingtocompliments,payingafen&ontosocialfunc&ons,textstructure,correctlinguis&celementsandcontext.

LearningTargets:

Icangivespokencompliments.Icanrespondorallytocompliments.Icangivecomplimentsinwri&ng.Icanrespondtocomplimentsinwri&ng.Icanexplainwhentogivecompliments

indifferentsocialcontexts.Icaniden&fythelinguis&celements

usedincompliments.

UsingClearLearningTargetsintheClassroom

LessonIntroduc.on

Yourlearningtargettodayis:

“Icangivespokencompliments.”

LessonAc.vi.es

Focusonlyongivingspokencompliments.• Teachermodeling• Guidedprac&ce•  Independentprac&ce

LessonConclusion

Didyoumeettoday’slearning

target?

Principle2:FrequentChecksforUnderstanding

ComprehensionQues.ons•  Studentsshowtheirunderstandingthroughtheirresponse

HandSignals•  Thumbsup/down•  Numberoffingers

Principle2:FrequentChecksforUnderstanding

RapidResponse•  Everystudentsharesananswer

NameCards•  Allstudentsneedtobepreparedtoanswer

Principle2:FrequentChecksforUnderstanding

Warmup/ExitTickets•  Atthebeginningorendofalesson,studentsrespondtoaques&on

Whiteboards•  Eachstudentwritesanswersonawhiteboardandshowsittotheteacher

•  Trymakingyourownwhiteboards!

Whatstrategiesdoyouusetocheckstudents’understanding?

ComprehensionQues&ons

RapidResponse HandSignals

NameCards Warmup/ExitTickets Whiteboards

TeacherModeling

You’rewearing

blueshoes.

UsingFrequentChecksforUnderstandingintheClassroom

Iloveyourshoes!

GuidedPrac.ce

What a ____ bike!

Your bike is____.

I like your ___ bike.

Independentprac.ceYourshirt

isveryprefy.

Ilikeyourneat

handwri&ng.

NOTacompliment

WEAKcompliment

STRONGcompliment

Principle3:TrackIndividualStudentProgress

UseChecklistsAnalyzeStudentPerformance

TrackingIndividualStudentProgressintheClassroom

GuidedPrac&ce

IndependentPrac&ce

DIFFERENTIATION?

Whatis…

Principle4:Differen.ateInstruc.on

AdvancedStudents:ExtraChallenge

StrugglingStudents:ExtraSupport

Differen.a.ngInstruc.onintheClassroom:ExtraSupport

Somestudentscon&nueprac&cing•  Moreexamples•  Moreprac&ce•  Morefeedback

Fitri’snextlesson

Differen.a.ngInstruc.onintheClassroom:ExtraChallengeFitri’snextlesson

Somestudentsplanacommunityserviceproject• Writecomplimentsons&ckynotesandplacethemaroundtheschool• Con&nuedself-directedprac&ce

Summary:PrinciplesofForma.veAssessment

1.  ClearLearningTargets

2.  FrequentChecksforUnderstanding

3.  TrackIndividualStudentProgress

4.  Differen&ateInstruc&on

Whatidea(orideas)fromthiswebinar

willyoutryinyour

classroom?

Unlessotherwisenoted,allpicturesarethepresenter’sorarefromPixaby.comandofferedforcommercialandnon-commercialuseperthePixabaylicense:hfps://pixabay.com/service/license/]

GreatSchoolsPartnership.(2014).Forma&veassessment.InTheglossaryofeduca0onreform.Portland,ME:AuthorAvailableat:[hfps://www.edglossary.org/forma&ve-assessment/]

Macduff,F.,AlHayki,K.,&Linse,C.(2010).UsingprogressiveI-canstatementstopromotelearnerconfidenceinwri&ng.EnglishTeachingForum,48(4),2-11.Availableat:[hfps://americanenglish.state.gov/files/ae/resource_files/48_4_2_macduff_alhayki_linse.pdf]

Moss,C&Brookhart,S.M.(2019).Advancingforma0veassessmentineveryclassroom:Aguideforinstruc0onalleaders.Alexandria,VA:Associa&onforSupervisionandCurriculumdevelopment.Excerptavailableat:[hfp://www.ascd.org/publica&ons/books/120005/chapters/The-Lay-of-The-Land@-Essen&al-Elements-of-the-Forma&ve-Assessment-Process.aspx]

Thomas,L.(2019).7smart,fastwaystodoforma&veassessment.Edutopia.Availableat:[hfps://www.edutopia.org/ar&cle/7-smart-fast-ways-do-forma&ve-assessment]

References

Email:americanenglishwebinars@ui360.org

AELive-NingCommunityofPrac&ce:americanenglishwebinars.comAEforEducatorsFacebookpage:facebook.com/AmericanEnglishforEducators

AEwebsite:americanenglish.state.gov

AEYouTubechannel:youtube.com/StateAmericanEnglishAEFacebookpage:facebook.com/AmericanEnglishatState

Thankyou!

Reflec&onandDiscussionQues&ons

1.  Whatforma&veassessmentapproacheshavebeensuccessfulwhereyouteach?

2.  Doyousharelearningtargets(goals)withstudents?Whyorwhynot?

3.  Whichapproachesfromtoday’swebinar(trackingchecklists,&psfordefininglearningtargets,understandingcheckslikenamecards,whiteboards,orhandgestures,etc.)mightyouuseoradaptinyourclasses?