February 2015 TaLK orientation. For educational use only.

1. ASSIGNMENTS & TESTS
GIVING DIRECTION TO LEARNING AND
ASSESSMENT
p. 231

2. GROUP DISCUSSION ACTIVITY
Directions:
1. Make a group of 3 people.
2. Discuss the questions.
3. Be ready to share.
Think back…
G1-3. What kind of assignments or tests did you hate, why?
G4-5. What kind of assignments and tests did you like, why?
G6-8. Why is assessment important in the classroom?

3. THE NEED FOR ASSIGNMENTS & TESTS
Learning
Assessment
Tests
Assignments

4. The need for students and
teachers to monitor and
evaluate learning
Assessment is an ongoing
process of planning,
practice, and reflection
Doing
Testing
Reflection
THE PURPOSE OF ASSESSMENT

5. THE PURPOSE OF ASSESSMENT
What classroom assessment can show us:

6. Traditional
Classroom
Assessment
Formative:
observations,
questioning
Summative:
exams, report
cards
of
(summative
assessment)
for
(formative
assessment)
as
(self assessment)
Contemporary Classroom Assessment
Assessment Learning
Table 1.2 p. 76
TYPES OF ASSESSMENT

7. • Exams, unit/national tests, quizzes, final projects, report
cards
Assessment of learning
• Observations, questioning, informal/formal conversations,
learning logs, checklists
Assessment for learning
• Discussions, critiquing, peer feedback, journals, portfolios,
projects, student created assessment
Assessment as learning
TYPES OF ASSESSMENT EXAMPLES

8. CLASSROOM ASSESSMENT CHECKLIST

9. THE ROLE OF ASSIGNMENTS & TESTS
Roles&Functions
Assignments Tests
Teach how to study, learn,
and how work is to be done
Assess students’ knowledge and
progress
Give explicit goals and
expectations to work towards
Gives assessment of learning
(summative assessment)
Connects learning Provides points or achievement
grades
Move towards learner
autonomy
Compares student’s learning to
others

10. THE ROLE OF ASSIGNMENTS & TEST
New Lesson
Assignments
Reinforcement/
Activity
Testing
Linking of
Learning

11. THE ROLE OF ASSIGNMENTS & TEST IN ASSESSMENT

12. TYPES OF ASSIGNMENTS & TESTS
Primary types of assignments and tests:
Speaking
Listening
Writing
Reading
Vocabulary
Grammar

13. TYPES OF ASSIGNMENTS & TESTS
Speaking:
Q & A
Role plays
Interviews
Surveys
Songs & Chants

14. TYPES OF ASSIGNMENTS & TESTS
Listening:
Dictation (Cloze Tests)
Jigsaw pictures
Follow the directions
Video & Qs

15. TYPES OF ASSIGNMENTS & TESTS
Writing:
Dictation (Cloze Tests)
Answer questions
Sentence response
Story
Comics
Posters

16. TYPES OF ASSIGNMENTS & TESTS
Reading:
Comprehension Questions
Jigsaw Pictures
T &F

17. TYPES OF ASSIGNMENTS & TESTS
Vocabulary:
Picture matching
Translation
Definitions
Synonyms/ Antonyms

18. 4. CLASSROOM ASSESSMENT STRATEGIES
Tips for classroom assessment strategies:
1. Use them as a framework
2. Modify them to your classroom situation
3. If possible assessment should be in English
4. Read up and look for resources

19. 4. ASSESSMENT AS LEARNING STRATEGIES
Name Purpose How to do it How it’s used Time
Learning
Logs
To have
students
record and
reflect on
what they
have
learned.
In a notebook or journal
have the students answer
questions such as:
Today I learned…
Next class I want to
learn…
Today was hard
because…
I didn’t understand…
Use this for
every class, or
once a week.
Questions can be
modified for your
situation.
Additionally
have the students
read over all of
them.
Low-
Medium

20. 4. ASSESSMENT AS LEARNING STRATEGIES
Name Purpose How to do it How it’s used Time
Wall
Posters
To have the
students self
assess
themselves
and observe
their progress
Have the students
create posters that
reflect what they
learned. Have the
students answer
questions on the
poster such as
Today I learned…
I am good at…
I need help with…
I didn’t like
This can be done at the
end of a unit as review
or a project. Students
will be able to see their
progress in class and
what they need to work
on. Instead of answering
questions students can
put smiley or sad faces
next to items on their
posters.
High

21. 4. ASSESSMENT FOR LEARNING STRATEGIES
Name Purpose How to do it How it’s used Time
Exit/
Admit
Slips
Used for
assessing or
understanding
key concepts
Upon entering or
exiting the classroom
students will be given
a slip of paper with or
be asked a question
from the classes
lesson. Students must
write or answer the
question correctly to
be allowed in or out of
the class.
This strategy can also
be used as a
classroom
management
technique or used to
check that
information has been
conveyed such as
homework, or what
materials they need to
bring to the next class.
Low

22. 4. ASSESSMENT FOR LEARNING STRATEGIES
Teacher poses
a question,
observation,
or challenge. Students
think and
write out
answers
individually.
Students pair
up & combine
their best
answers.
Students share
their new
improved
answer w/the
class.

23. 4. ASSESSMENT OF LEARNING
STRATEGIES - RUBRICS

24. 4. ASSESSMENT OF LEARNING
STRATEGIES - RUBRICS

25. ACTIVITY
Objective: Create a classroom assessment strategy and
assignments & tests based on the lectures, orientation book, and
your ideas.
Part 1 Instructions:
1. Discuss and plan a strategy based on the scenario given to you.
2. You do not, or may not need to answer all of the questions.
3. Keep your answers detailed and focused as possible with the
time that you have.
4. Remember the process of planning and critically analyzing is
what we are practicing.

26. ACTIVITY
Part 2 Instructions:
1. Discuss the other group’s plan that was given to you.
2. Focus on giving specific constructive feedback. Refrain from
giving negative or unconstructive feedback.
4. Write notes directly on the other group’s paper.

27. ACTIVITY
Part 3 Instructions:
1. Each group will take a turn giving feedback to the other group.
2. Focus on giving specific constructive feedback. Refrain from
giving negative or unconstructive feedback.

28. My email address: moonasard@gmail.com
http://danielmoonasar.wordpress.com
CLOSING AND QUESTIONS

29. SOURCES
Bibliography and Links
Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner
strategies. Applied Language Learning, 7(1–2), 5–24.
Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach.
Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000.
Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language
learning styles: Research and practical considerations for teaching in the multicultural
tertiary ESL/EFL classroom." System 20.4 (1992): 439-456.
Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers,
International Thomson Publishing Book Distribution Center, 7625 Empire Drive,
Florence, KY 41042. 1995.
Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and
commenting." Language Testing 25.4 (2008): 553-581.

30. SOURCES
Assessment Basics and Concepts
http://www.celt.iastate.edu/teaching/cat.html
http://www.cmu.edu/teaching/assessment/assesslearning/index.html
http://www.cmu.edu/teaching/assessment/index.html
Assessment Strategies
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity4_4A.pdf
http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
http://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf
Rubrics
http://www.schrockguide.net/assessment-and-rubrics.html
http://edtechteacher.org/index.php/teaching-technology/assessment-rubrics
http://www.nwic.edu/assessment/AssessmentResources/rubrics/InstructionRubric.pdf