Anglistics Study Programme WEEK 10 TEYL 1 Jovana

Anglistics Study Programme WEEK 10 TEYL 1 Jovana Bošković, MA Anglistics Study Programme www. singidunum. ac. rs/admission

Anglistics Study Programme WEEK 10 v British Council video v Considerations for assessing YLs v Assessment terms and concepts v Principles of assessment v Guidelines for assessing YLs v Examples and practice v Seven essential considerations for assessing young learners article

Anglistics Study Programme WEEK 10

Anglistics Study Programme VIDEO vhttps: //www. britishcouncil. org/exam/aptis/rese arch/projects/assessment-literacy/assessingyoung-learners

Anglistics Study Programme WEEK 10 v. Decide where to place students v. Decide what to teach, what to review v. Monitor students’ performance and achievement, their strengths, areas to improve v. Identify students who need special support v. Measure and report students’ progress v. Monitor our own effectiveness as teachers and make appropriate instructional modifications

Anglistics Study Programme We help children learn language when what we ask them to do is… 1). . . 2) … 3) … 4) … 5) … 6) … Read (1998)

Anglistics Study Programme EFFECTIVE TEACHING PRACTICE v Full of practice v Supported v Social v Meaningful v Purposeful v Enjoyable Read (1998)

Anglistics Study Programme CLASSROOM APPROACH v. Try to imitate the L 1 environment! v. Teach language in context! v. Don’t teach grammar explicitly! v. Create an English speaking environment in your class! v. Make English fun!

Anglistics Study Programme TERMS AND CONCEPTS OF ASSESSMENT v. Assessment, testing, and evaluation v. Informal and formal assessment v. Formative and summative assessment v. Criterion- and norm-referenced tests v. Integrative and discrete-point tests v. Traditional and alternative assessment

Anglistics Study Programme Assessment Testing Evaluation Assessment is a process of identifying learning goals and determining how well students are meeting them. It is an ongoing process of monitoring learning and teaching.

Anglistics Study Programme Assessment Testing Evaluation Testing is one type of assessment that formally measures learners’ English language performance. It is usually given at set times during the term: at the end of a unit, or the middle or end of a term.

Anglistics Study Programme Assessment Testing Evaluation involves the use of test scores or assessments for some kind of decision-making. It often involves the gathering of information to determine the extent to which a language program meets its goals.

Anglistics Study Programme ASSESSMENT v. Formal vs Informal v. Formative vs Summative

Anglistics Study Programme

Anglistics Study Programme

Anglistics Study Programme INFORMAL VS FORMAL 1) Look over the shoulders of 2 students doing an exercise, notice their answers are correct, and say “Great job!” 3) End of term test to see if student passed to the next level. 2) Collect portfolio of students work throughout the semester and used a rubric to assess. 4) Write “Nice work!” on a students’ drawing of a bear and correct the spelling of the word bear.

Anglistics Study Programme

Anglistics Study Programme

Anglistics Study Programme Formative vs. summative Formal Summarizes students’ learning ? Assessment of learning End of chapter or term tests

Anglistics Study Programme Formative vs. summative Formal Summarizes students’ learning Summativ e Assessment of learning End of chapter or term tests

Anglistics Study Programme ASSESSMENT

Anglistics Study Programme REPORT CARD EXAMPLE

Anglistics Study Programme LISTEN AND POINT Call out the letters and have the child point to the correct ones.

Anglistics Study Programme Formative assessment Usually informal Monitor students’ learning Formative Assessment for learning Provide students with feedback

Anglistics Study Programme FORMATIVE ASSESSMENT v. Observing students and noting strengths and difficulties in doing class work v. Maintaining a checklist of student progress in using key vocabulary or grammar structures v. Asking questions and noting students’ responses v. Asking for clarification to promote self-repair v. Marking homework

Anglistics Study Programme FORMATIVE ASSESSMENT v. Making suggestions or modeling correct forms orally or in writing v. Creating portfolios with samples of students’ work over time v. Noting student progress on written or oral performances v. Praising or rewarding good performance or effort

Anglistics Study Programme

Anglistics Study Programme NOTING STUDENT’S PROGRESS

FORMATIVE ASSESSMENT? Anglistics Study Programme What’s the weather? What’s the weather like today? Tell us (student’s name), What’s the weather? What’s the weather like today? Is it sunny? Is it cloudy? Is it rainy out today? Is it snowy? Is it windy? What’s the weather like today?

Anglistics Study Programme NORM-REFERENCED OR CRITERION-REFERENCED Norm-referenced v. Standardized, formal high-stakes tests v. Ranks each individual learner in comparison to all others assessed v. Each test taker’s score ranked in relation to the mean, median, and percentile or rank. Criterion-referenced v. Test related to a curriculum or course v. Compares student’s performance to a set of specific criteria v. Criteria may also be related to a set of descriptors such as benchmarks related to a set of standards

Anglistics Study Programme CRITERION-REFERENCED ASSESSING ORAL FLUENCY Repeats words and phrases Speaks in single word utterances and short patterns Speakers hesitantly because of rephrasing and searching for words Speaks with occasional hesitation Speaks with near-native fluency; any hesitations do not interfere with communication Speaks fluently

Anglistics Study Programme DISCRETE POINT VS INTEGRATIVE Discrete point assessment v. Focuses on individual items in isolation, e. g. , word or grammatical structure v. Often paper and pencil tests v. Multiple choice, fill-in -the-blank Integrative assessment v. More holistic v. Integrates skills v. Interactive activities, e. g. , songs, chants, games, role plays, writing tasks, projects v. Mirrors authentic language use

Anglistics Study Programme DISCRETE POINT ASSESSMENT Teacher instructions: Give this paper to child. Call out color and have child point to the correct color. RED BLUE GREEN YELLOW ORANGE BROWN BLACK WHITE (ask what color paper is)

Anglistics Study Programme INTEGRATIVE ASSESSMENT Teacher instructions: Read story. Have children retell story with you. Then switch the color of the animals with new pictures and tell the new story. http: //www. youtube. com/watch? v=8 M 2 Tvy. R 3_XE

Anglistics Study Programme GUIDELINES FOR ASSESSING YOUNG LEARNERS v. Mirror learning v. Contribute to learning v. Motivate learners and build confidence v. Include a variety of techniques v. Allow all learners to experience success v. Be contextualized and relevant v. Take place over time

Anglistics Study Programme TRADITIONAL VS ALTERNATIVE Traditional • Formal tests – diagnostic – placement – achievement – proficiency • Traditional items – multiple choice – matching – fill-in-the-blank – true-false Alternative • Observations • Conferences and oral interviews • Story or text retellings • Writing samples • Projects • Portfolios • Other performances • Self- or peerassessments

Anglistics Study Programme Cambridge YLE Starters Test

Anglistics Study Programme Our World National Geographic Learning

Anglistics Study Programme TYPES OF ALTERNATIVE ASSESSMENTS v. Observations v. Conference and oral interviews v. Story or text retellings v. Writing samples v. Projects v. Portfolios v. Other performances v. Self- or peer-assessments

Anglistics Study Programme RATING ALTERNATIVE ASSESSMENT v. Brief feedback v. Checklists v. Observation notes v. Rubrics

Anglistics Study Programme BRIEF FEEDBACK Classroom assignments such as filling in a graphic organizer can be scored by a three-part system: + For excellent work Ö For acceptable work — For work that needs improvement Brief statements such as “Good job” or “Great, but you need work here” will individualize the assessment.

Anglistics Study Programme BRIEF FEEDBACK

Anglistics Study Programme CHECKLISTS v. Provide a simple way to keep a record of students’ performance in class v. Observations can be noted on a checklist v. Can keep track of all students’ ability to achieve one objective v. Can be based on an individual student’s progress on multiple objectives

Anglistics Study Programme NAME WRITING CHECKLIST

Anglistics Study Programme NAME WRITING

Anglistics Study Programme INDIVIDUAL CHECKLIST Student name: _____________ 1 = Exceeds objective 2 = Meets objective 3 = Needs improvement 4 = Does not meet objective Score/Date Responds to Y/N questions 3 10/3 2 12/4 1 2/14 Responds to Wh- questions 4 10/3 3 12/4 2 2/14 Participates in chants & songs 1 10/3 1 12/4 1 2/14 Interacts with other students in English 4 10/3 3 12/4 3 2/14 Objective/skill Score/Date

Anglistics Study Programme WRITING CHECKLIST M = Most of the time S = Sometimes N = Almost Never Student name: ______________ Task Date Rating Copies name 10/5 S 12/2 M Copies words from board 10/5 N 12/2 S 1/4 M Fills gaps with words 12/2 S 1/4 S 2/14 M Writes using pictures/symbols/letters 10/5 S 12/2 M Writes name correctly independently 10/5 N 12/2 S 1/4 M

Anglistics Study Programme PRE-K ASSESSMENT FORM 1=All of the time 2=Improving on this skill (w/h=with help) 3=Needs more time PHONICS/READING READINESS • • Interested in letters _______ Can recognize own name _______ Knows first and last name. _______ Sings songs and does finger plays and rhymes. _______ Likes stories and books. _______ Enjoys being read to. _______ Understands that reading is down from left to right and is able to turn the pages for you in the right direction. _______ • Points to pictures in the book when asked questions about the pictures. ("Where is the dog? ". . . "the blue ball? " etc. ) _______ • Can say the alphabet without singing it. _______ • Memorizes several short poems, (nursery rhymes). _______

Anglistics Study Programme OBSERVATION NOTES

Anglistics Study Programme HOLISTIC WRITING RUBRIC

Anglistics Study Programme KID FRIENDLY RUBRIC

Anglistics Study Programme ANALYTIC RUBRIC Possible Points Narrative Writing 1. 3 complete sentences 9 2. Spelling understandable 2 3. Capitals at the beginning of sentences, “I”, proper nouns 2 4. Periods, exclamation marks and question marks 2 5. Spacing between words 2 6. Descriptive language 3 Total 20 Score

Anglistics Study Programme KID FRIENDLY RUBRIC http: //www. teacherspayteachers. com/Product/Smiley-Sentences-Poster

Anglistics Study Programme PRE-K LITERACY PORTFOLIOS v. A portfolio is a purposeful collection of student work that documents a student’s efforts, progress, and achievement over time. See examples: http: //prekinders. com/literacyportfolios/#ixzz 252 Yy 9 p. SX

Anglistics Study Programme WRITING SAMPLES

Anglistics Study Programme NAME WRITING

Anglistics Study Programme WRITE THE ROOM

Anglistics Study Programme LETTER IDENTIFICATION

Anglistics Study Programme STORY RETELLING

Anglistics Study Programme MY BIOGRAPHY

Anglistics Study Programme SEQUENCING

Anglistics Study Programme RECORDING ANSWERS • What color is the lion? • Can a lion hop? • Can a lion swim? • Can lions run? • Can lions roar? • Show me a lion.

Anglistics Study Programme

Anglistics Study Programme EXAMPLES v. Activities for assessing skills in the classroom v. HANDOUT

Anglistics Study Programme REVISION vhttps: //www. youtube. com/watch? v=xb 609 JC 3_ QU

Anglistics Study Programme BIBLIOGRAPHY v https: //www. google. com/search? rlz=1 C 1 CHBF_en. RS 795&biw=1280&bih=640&tbm=isch&sa=1&ei=s. Bm. CXdf. JK 6 D 1 f. APk. IGHEA&q=+practice&oq=+practice&gs_l=img. 3. . 0 j 0 i 7 i 30 l 9. 12643. . 14810. . . 0. 0. 186. 0 j 1. . . 0. . 1. . gws-wiz-img. hya 9 jl 9 ULI&ved=0 ah. UKEwj. Xlvzjptrk. Ah. Wu. QRUIHZDAAQIQ 4 d. UDCAc&uact=5#imgrc=MJPm-i. Eq 0 z 0 lf. M: v https: //www. google. com/search? q=test+time&rlz=1 C 1 CHBF_en. RS 795&source=lnms&tbm=isch&sa=X&ved=0 ah. UKEwjn. MXw 39 rk. Ah. Uix 4 s. KHUYBC 4 k. Q_AUIEig. B&biw=1280&bih=689#imgrc=I 2 FWpm. Haeyxu. MM: v https: //www. google. com/search? q=hocus+pocus+everybody+focus&rlz=1 C 1 CHBF_en. RS 795&source=lnms&tbm=isch&sa=X&ved=2 ah. UKEwj-7 pv. S 5 pnm. Ah. WOzq. QKHT 16 Bd. QQ_AUo. AXo. ECAs. QAw&biw=1280&bih=640#imgrc=WUd. Bob 9 Wf-XZVM: