If assessment is authentic, ongoing, and integrated with classroom instruction, then it is easy to see that it will take many different forms Stiggins, ; Valencia,
Giving descriptions or instructions using visual or written prompts Oral reporting to the whole class Telling a story by using a sequence of three or more pictures Completing dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groups Brainstorming Completing incomplete stories Playing games When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time.
For example, in one role play activity, you might assess ELLs' abilities to: Respond to "what" and "where" questions Ask for or respond to clarification Read addresses or telephone numbers Portfolio assessments Portfolios are practical ways of assessing student work throughout the entire year.
With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives.
Portfolios include information, sample work, and evaluations that serve as indicators for student performance. By documenting student performance over time, portfolios are a better way to crosscheck student progress than just one measure alone. Samples of written student work, such as stories, completed forms, exercise sheets, and descriptions Drawings representing student content knowledge and proficiencies Tapes of oral work, such as role-playing, presentations, or an oral account of a trip Teacher descriptions of student accomplishments, such as performance on oral tasks Formal test data, checklists, and rating sheets Checklists or summary sheets of tasks and performances in the student's portfolio can help you make instructional decisions and report consistently and reliably.
Checklists can also help you collect the same kind of data for each student. In this way you can assess both the progress of one student and of the class as a whole.
This sample math development checklist is an example of how you can organize your data collection for each ELL. In addition, here are a few ways that your ELLs can have an active role in the portfolio process: Students can select samples of their work and reflect on their own growth over time.
You can meet with ELLs to develop their goals and standards, such as with this sample writing criteria chart. Together with students, you can set tangible, realistic improvement goals for future projects. Assessing content knowledge ELLs need to learn grade level academic content even though they are still in the process of learning English.
Even if ELLs are at the beginning or intermediate stages of English language development, you can still use their thinking ability and challenge them with content knowledge activities. It is possible to assess ELLs' understanding of math, science, social studies, and other content areas somewhat independently of their level of English proficiency.
The following assessment techniques can help you adapt assessments to reduce English language difficulties while you assess ELLs' actual content knowledge. These techniques can be used separately or simultaneously as needed. Scaffolding assessments allow ELLs to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers.
Consider giving ELLs extra time to complete these tasks, or to give short responses.
Differentiated scoring scores content knowledge separately from language proficiency. To score content knowledge, look at how well ELLs understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses. You can use a content area progress form with the above techniques to rate your ELLs' overall content achievement in class.
You will need separate forms for math, science, and social studies performance. It is important to note that if students are being instructed in content in one language e.Jun 23, · Achievement Standard Produce Formal Writing 3 Assessment: Internal Version: 4 Sources: TKI, AS , OC.
Risa Matsuyama. Title: The driving a car and our safe. _____ Introduction.
A formal assessment is any kind of test that is administered to gauge the proficiency level of the person taking the test. These assessments are used in elementary and secondary schools, colleges or other educational institutions. They can take a number of forms and often overlap, but each is designed to test a specific skill or aptitude. Use throughout the year to support classroom work, to help with internal assessments and to revise for end-of-year exams. Based on our well-known Level 1 English Learning Workbook and Level 1 English Internals Learning Workbook, this book covers the internally assessed Level 1 English Achievement Standard (). Functional Writing Assessment. The Functional Writing Assessment provides ABE programs and instructors with a tool to assess general writing level. It is appropriate for use with students with beginning to advanced level writing skills (CASAS Levels A, B, C, and D). Writing Assessments for Adult Basic Education.
I think the driving age in New Zealand should be raised. I have three main opinions. Determine students' abilities to name uppercase and lowercase letters using our Alphabet Letter Naming assessments.
Three forms assess recognition of uppercase and lowercase letters. The fourth is a matching exercise in which children match uppercase letters with lowercase letters. The ‘National Certificate in Educational Achievement’ English Achievement Standard = ‘Produce Formal Writing’ Sometimes due to the nature of the assessments, credit cannot be gained if the assessment is missed.
Assessment of Reading and Writing StAndARdS for the Revised Edition St A nd AR d S of Reading Writing framework for cooperation to deal with issues that affect and Assessment for the ISBN 9 T he International Reading Association is a nonprofit. Reflective Journal Writing as an Alternative Assessment Nicole Williams Beery Middle School- Columbus Public Schools Keywords Reflective journal writing, alternative assessment, general music classroom, early adolescence, urban schools Abstract This article describes the use of reflective journal writing in an 8th grade, inner city general.
Video: Formal Assessments: Examples & Types Formal assessments are tests that systematically measure how well a student has mastered learning outcomes.
Learn more about formal assessments .