Authentic AssessmentFor ELL students

Presented by Kelley Morrissey and Edilma Maravilla

Purposes of Assessment

Placement in and /or exit from ELL or bilingual programs

Progress Monitoring On an ongoing basis

Accountability To monitor state and district standards and goals are

being met within the classroom.

(O’Malley & Pierce, 1996)

High Stakes Testing

Why are we assessing? To determine language proficiency. To determine content knowledge.

How should we interpret the data we obtain? Be wary of the validity and reliability of the test. Be aware of cultural bias. Be aware of language of test.

(Cummins, Brown, & Sayers, 2009)

(Kohn, 2000)

What is Authentic Assessment?

Definition – assessment that measures students’ use higher level thinking skills to demonstrate their knowledge in real-life or classroom based situations rather than their ability to memorize and repeat back facts.

Implications Allows flexibility in demonstrating knowledge. In

other words you can match the assessment to the needs of the individual student.

Provides a better all-around picture of students abilities.

(O’Malley & Pierce, 1996)

(Sternberg, 2010)

Self-Assessment

Self is one of the most important aspects of any type of authentic assessment.

This gives students the opportunity to create their own learning by reviewing their own work with an critical eye.

Allows for personal accountability and allows students to direct their own learning.

Must be explicitly taught and practiced often for mastery.

Criteria for assessment should be clearly defined and understood by students.

(O’Malley & Pierce, 1996)

Peer-Assessment

Can be done with all types of authentic assessment.

Allows students to learn from their peers and expand their own knowledge in a collaborative environment.

Must be explicitly taught and practiced often for mastery.

Criteria for assessment should be clearly defined and understood by students. (O’Malley & Pierce, 1996)

(O’Malley & Pierce, 1996)

Creating Rubrics

Should be clear and written at the reading level of students.

Should be introduced before the assignment is given.

Benchmark examples should be shown and evaluated by the class.

Student and Teacher rubrics should match.

Should be specific and match instructional standards and goals.

(EDU 368/EDUG484, Class discussion, July 14, 2010)

Assessment Portfolios

Definition –focused reflections of specific learning goals that shows growth over time and contains:

Systematic collection of student work Student self-assessment Teacher assessment

Criteria must be clearly stated and shared with students.

Conferences should be done periodically.

(O’Malley & Pierce, 1996)

Examples of Authentic

Assessment Oral Assessment

Oral Interviews Debates

Literacy Assessment Running Records/Miscue Analysis Cloze

Writing Assessment Holistic Analytic

(O’Malley & Pierce, 1996)

Examples of Authentic

Assessment Content Area Assessment

KWL (H) Writing across the curriculum T-list Semantic Maps

Math Assessment Problem Solving

Science Assessment Science Experiments

Social Studies Assessment Report Writing

(O’Malley & Pierce, 1996)

References

Cummins, J. Brown, K. and Sayers, D. (2009). Literacy, technology and diversity: Teaching for success in changing times. Boston: Pearson.

Kohn, A. (2000). Burnt at the high stakes. Journal of Teacher Education, 51 (4), 315-327.

O’Malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. United States: Addison-Wesley Publishing Company, Inc

Sternberg, R. J. (2010). Who are the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36 (3), 148-155.