ASSESSMENT Flashcards
ORAL SKILLS ASSESSMENT
Oral test: check the comprehensive and expressive degree of ouR STs.
Traditional methods: grammatical part of the language, not take into account the oral part of the language.
If the STs must learn to communicate in the FL, oral texts become necessary in a FL class.
Can be presented in 2 different forms: as an exam or as an ordinary activity.
Present them as normal activities because Less anxiety and they have more options.
ACTIVITIES
Occasional oral tests by using different activities or situations:
o Use a dialogue proposed by the textbook.
o Use of classroom language, such as: ‘can I go to the toilette, please?’ or ‘Can you pass me the rubber, please?’.
o Propose activities to solve orally. COOP L.: every1 gets chances to speak. TPS (2opportunities)
o Motivating activities: role-plays, unit songs (voki.com), nursery rhymes or reading in a loud voice.
: A good way to formatively assess oral skills are cooperative learning strategies. For example, Numbered heads together: Each group member is given a number. After doing the assignment task cooperative, T. calls a number and only the STs with that number may answer the Q. orally.
Every day communicative and motivating activities: role-plays, songs, nursery rhymes or reading in a loud voice,
(using rubrics)
The key is the ‘routine use’ of O.Lan.
Oral progress Native Assisstant.
o Listening:
• ‘listen and repeat’ is also appropriate to check pronunciation.
• Formative Assessment: 4corners.
All the oral communication activities are recorded by the Teacher and included into their ELP: They reflect on their work and how to improve.
CRITERIA FOR SELECTING AUDIO
The audio should not be very long because their attention span is very limited.
The Vocabulary of the audio must be close to its context.
ASSESSMENT TOOLS
FORMATIVE ASSESSMENT TEACHER
- I conduct ongoing formative assessments during class time through OBSERVATION and by recording data to inform future instruction.
- EDPUZZLE (L, R, W): Digital tool to edit online videos and add tests, open Qs.. in the middle of the video.
GENIALLY: there is an option ‘password on the page’ to check if they are attending to the slides, not be able to advance if the don’t answer the Q. - LIVEWORKSHEET: (L, R, W): tool to create interactive worksheets with self-correction and then, STs can send their answers to the teacher.
- 4 CORNERS (Listening):
TPR.: 1.Gather STs in the middle of the room 2.T Reads multiple choice questions where every corner is an answer.
(Top-left room corner (A), Top-right (B), Bottom-left (C), Bottom-right (D).)
3.STs then move to the corner that they believe is the correct answer. - ILLUSTRATION (R, L) 1º-2º: Draw the content depicting a text.
COOP LEARNING STRUCTURES (SP)
BAMBOOZLE READING & SPEAKING/ KAHOOT/PLICKERS: READING
Some linguistic digital quiz games-based where participants have to give the correct answer in order to win. For example, working in cooperative teams with ‘Bamboozle’ or playing individually through ‘Kahoot’ or ‘Plickers’. Those digital platforms allow self-assessment and immediate feedback. Plus, these keep track of scores as a formative assessment for the teacher.
EXIT TICKET/ DO IT KNOW: Give a card and 5’ to complete (reflect on the content of yesterday or today)
TWeet: write a tweet to summarise what you have learned.
TWO ROSES & A THORN
ROSES: Name 2 things you like about lesson,
THORN: 1 thing you still have a Q about.
SELF-ASSESSMENT
- PORTFOLIO: by the end of term, Sts are asked to open their portfolios and reflect on their achievements.
- Assessment targets: move visual tool that helps them either self-reflection or co-assessment.
VTR: STOP & GO
This routine is a quick and easy way to bring self-reflection into the classroom.
1. They’re two-sided cards — one Green (GO) and one red (STOP) to demonstrate understanding.
2.When we see red, stop and clarify our points until we see green again.
PEER-ASSESSMENT
GIVE ·: During the Editing phases of Writing process:
1.STs form pairs to analyse a piece of work and in turns giving feedback each other.
1 POSITIVE I like the way___ because___
1 EXPLANATION: What do you mean by…
1 IMPROVEMENT: To make your work better, I suggest…
SUMMATIVE
PODCAST: 3’ about a topic and could serve as an ongoing project (school radio) or study tool towards final test.
Audacity (to record) Ivoox (to upload)
CANVA: effective way to summarise info through picts, images, text, video. This digital platform allows collaborating work. We can even display the infographics in our classroom.
ASSESSMENT and ASSESSMENT TOOLS
• RD 984/21 which regulate evaluation in P.E. demands.
LOMLOE ART 20 about Evaluation
- The evaluation of student learning processes will be continuous (we gather info constantly) and global. (to achieve SGO)
- the assessments are adapted to the needs of students with special educational needs.
D. 108/2014 is established Indicators of Achievement that allow us to measure more specifically the degree of acquisition of a certain evaluation criteria.
One of the most used evaluation instruments is RUBRIC: Help set indicators of achievement. We can evaluate the 4 skills, the participation, the cooperation and Final task.
Rubrics Allow Self-Reflection and Personal Goals.
INITIAL EVALUATION: in order to determine the ST’s prior knowledge before starting a topic.
At the beginning of the year/ at the start of each unit.
Ass.Techniques: Observation
Ass.Tools: VTR/ Brainstorming
FORMATIVE EVALUATION: occurs regularly throughout a unit to help track how student learning is developed. any activity can constitute an assessment activity.
Teachers also evaluate their own teaching practice. (RD 984): Any negative results mean we should revise our planning and adapt it to solve the problems detected.
Techniques: Observation, Task revision, Immediate correction. Tools: Control list, Observation in class of the evolution of the diff. skills, Results form Quizlet, Kahoot, Secretive... - Do it Know: When students enter the classroom, a card is given. Students are asked to review contents.
- Exit tickets: a card is given: write on the topic they’ve learned of today.
SUMMATIVE EVALUATION: Occurs At the end of each unit/ of the term/of the course
It evaluates what a student has learned and how much they understand.
Techniques: Observation/ Task correction/ Final Task
Tools: Final task, small oral group presentation, create a podcast with audacity, create a story with book creator, digital games-based.
Reading-comprehension rubric/ Writing-Production/ Listening-Comprehension/Speaking-Production rubrics.
All of these summative instruments lead to a competence perspective and deal with higher order thinking skills (HOTS) wich demands greater cognitive effort in accordance with Bloom Taxonomy.
SELF-EVALUATION: In the LCA, STs’ self-assessment is very important and motivating in order to make them aware of their learning process since reflection brings learning to life as ECD 65/2015 L2L
At the end of each unit/ the course
Techniques: Questionaries
Tools: Self-Evaluation target, portfolio.
PEER-EVALUATION
Assessing peer work throughout the whole learning process
They learn how to judge with respect (Education for Peace)
Techn: Questionaries
Tool: Peer-evaluation rubric
But, Who Does Evaluation?
Demore (2017) distinguishes different types of feedback depending on who is doing it:
• SELF-ASSESSMENT. PEER-ASSESSMENT: STs examine a peer’s work. Know how to judge with respect in accordance with Lomloe (Educate in peace)
• TEACHER FEEDBACK: teacher provides positive feedback on student work
ASSESSMENT CRITERIA
EVALUATION CRITERIA will be taken into account through the following indicators of achievements to measure more specifically the degree of acquisition of a certain evaluation criteria. (D108/14)
READING
- Pupil deduces the meaning of written text in newspapers.
- .Pupil uses the most appropriate sub-skills for understanding a written text.
ICT
- Pupil searches, selects and stores information in digital media.
WRITING
• Describes animals correctly and coherently.
• Uses the prepositions correctly to say where things are.
LISTENING • Shows global understanding • Listens for specific information • Follows instructions - he/she can discriminate between long and short vowels"
SPEAKING
- Participates in oral activities and tries to use new language
- Uses communication strategies
- Uses classroom language
- Can reproduce short messages based on given models.
ATTITUDE
- Pupil makes an appropriate use of the school material.
- Pupil respects and appreciates the production work of their peers.
In the 4th year, all centers will carry out a diagnostic assessment of the skills acquired by their students. This evaluation will be informative and formative in order to promote action plans and adopt measures to improve education. (LOMLOE)
DIVERSITY ASSESSMENT
According to attention to diversity, Flexibility measures will be established in evaluation of the FL for SEN especially for those who present difficulties in their understanding and expression. (RD 984/21 y Lomloe Art 19)
Some measures that I use in class are for example, give them more time to answer in English. In oral presentations, I adapt the time being 30’’ for lower levels and 1 and a half min for the more advanced one. Also, we work with graded-tasks.
