002.A.1.10 2011 TESOL Conference at SLCC

USING TECHNOLOGY TO ASSESS ELLS Laura Jayne Parson

laura.jayne.parson@gmail.com

Allow

Playtime

A practice test

Two proven good accomodations are extra time and glossaries

Limitation:

class size. Plan for fewer computers (centers) computer lab or i-Pad

Time

Prior experience with technology

Video cameras,..scanners, video voice recorders

Shock & awe effect ease it slowly into classroom

Space

Standard-based assessments

Content-area tests

Quia.com (You takethe test first)

“Create-Yiour Own” QuizStar

SurveyMonkey good recording tools

Penn State’s ESL Lab

Listening Comprehension

Voicesof Merecjj;;;;;;;

BBC K=Learninbg /englis

Actualiza

Moveike

Globar SchhilOutlook

Globarschoolioutlook

Importance of authentic\c language use

Blog (createnew blog positive

Listen ESL fast

ESL s tudy something

Epal.com proetected site

Prezi.com

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INTEGRATED ASSESSMENT: USING ASSESSMENT IN EVERY LESSON

Tom Tylee

Has a table comparing tradition with new ways of instructing

ESL – Academic English

Teaching and assessment need to be connected.

Assessment needs to be part of the teaching process

Teacher wants to use students’ assessment to her plan her curriculum

Do assessment throughout the course of class

Old-fashioned formative or summative

Role of the learner---no longer passively learning

Role of teacher---tell students what will be expected give them rubrics

Formative assessments frequent

use them to form and build the students’ knowledge

types

performance –based: student created a product, accomp-lish a task

interactive---students’ read/hear and then interpret

Authentic assessment

PERFORMANCE

How to make it: work backwards

Be specific

Give options how much preparation time

Plam activities

Plan evaluation

Give a model

Choose scoring

INTERACTIVE

What source material?

What task?

How to evaluate

Focus on inferences

AUTHENTIC ASSESSMENT

Must interest students

What should students accomplish?

Their reactions?

Sales pitch?

Students use judgement & innovation

Give opportunities to work in groups and to rehearse

CRRICULUM-ASED ACSESSMENT

Informal, formative AIMED AT TEACHER

1. A one minute paper: what did I learn best and what least today?
2. Do this online, give more reflection time?
3. Online discussion forum
4. Use frequently (every month)

Builds rapport, gives you a chance to improve

DYNAMIC ASSESSMENT

Using assessment as a teaching tool

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FORMS OF ASSESSMENT IN CONTENT-BASED CLASSROOMS

Lea and Greg Child Gregory.child@gmail.com

USU Last summer did an 8-week non-credit course in Natural Resources

No text, Based their lessons around the lectures, given by profs

Pretest – then students divided into three levels. 3 Teachers, rotated every 2 weeks

Also post-test

Informal assessment

Positive experience 40 students, widely different countries and majors

Students were very involved in their research and homework

Content overshadowed the language we instructors are language teachers, worried about being able to teach the content adequately

They gave presentations about once per week

Common idea: our assessments need to drive our class design

What we teach and what we test have to match

Formal assessment tends to be content-based

So we had to informally assess their language skills

“Dynamic assessment” students working together produce more than those working alone.

Do scaffolding with the teacher

Chart shows steps in correcting student

1. Long pause
2. Repeat it wrong
3. Other steps
4. 7^th step: Ends up telling student the right answers

Student rolls a die then describes an animal without concordancia

Teacher may note how steps were required or

Teacher may note where the stumbling block came

Other students benefit from hearing same steps.

SHELTERED INSTRUCTION OBSERV ATION PROTOCOL (SIOP)

Idea, make content more comprehensible for immersion students.

Encourages high student-interaction and student use of language

Objectives: must have both a content and a language objective.

NEEDS ANALYSIS

teach students to assess their and work on their own needs

needs assessment: have students do this

Assessments are important

Concrete and specific content and also language objectives---and students are informed of these.

Many assessment tools

If they would do their summer project again, they would follow a modified SIOP model. Instructors would meet together more often

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PACE MODEL give students a voice co-construction ideal

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BTR-TESOL

Training untrained tesol teachers

Connectivist and minimalist approach

Website and btrtesol.com 50 units 10 sections

Each unit is 5-7 pages scenario video & reflections

When teaching content and English at the same, there has to be a balance.

Health International

1. Balancing your objectives---each class has to have both objectives---makesure your language material is inside of your content.
2. Make your content comprehensible---do sheltering---ensuring your speech I comprehensible
3. Scaffolding:
   1. instructiunal scaffolding

1 using routines--- news article every day.

2. always model before you practice.

3.model

4. build or reactivate background knowledge

5 vocabulary instruction.

6. kwpl strategies know, want to know, predict will learn

7.diagrams and graphic organizers

8. teach strategiesto help them become more autonomous

4) Use interaction, group and pair work

Resources cobalt

Making cntentcomprehensible siop model

‘New Ways’ series

TEACHING MULTIPLE SKILLS IN ONE CLASS

1. Pick your themes theme-based instruction (instead of content-based instruction)

1. See what the students need to learn. Find their end goal.

2. Make a schedule 4 ways

1. Daily time allotment all skils in one day
2. Separate day for each skill
3. Do reading and writing together. Then do listening and speaking together
4. Pick your orjectives.

3. Use good lesson planning pre-activitiy activity, post-activity

RESOURCES

‘Teaching by Prinicples’ ‘The Tapestry of Language Learning’ (weave strands)

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MEASURING WRITTEN LINGUISTIC ACCURACY

Norm Evans et al. .pdf is at the website

Error correction Writing feedback---not sure it corrects L2 writing

But writing is much more than just accuracy

Byu has 200 international students, is considering having them do writing samples periodically 1998 Polio

Deifinitions

Error: a linguistic form or combination which

Accuracy: ability to be free of errors

Obligatory occasion = produced the correct morpheme

Pro: precise

Con:

Holistic scoring: based on various traits quick, good for placement

Not reliable, not

Error counts:

T-unit clauses an independent clause and its dependent clauses

1. Easy
2. Valid unit of meaning

Clause: contains finite verb

1. Shorter,

Weight the errors within a clause

How reliable and practical is each of these three?

10-minute paragraphs sufficient for error analysis

One-word, or very short phrases, very simple topics

Have done some careful studies of student progress

Students have a grid

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Skype Mingle

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Dr.Paul, BYU-Idaho’ESL Pathway program

Courses.BYUi.edu/pathway/speaking partners

Have online ESL classes in Puebla & Ghana. TESL majors sign up,m to Skly 20 minutes 2x per week ,

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11 Susan Adult Ed

Rus Wilson Higher Ed

Shizu M – k-12

3:00 Kelly Day and Sarah Ridder Developing a Refugee Family literacy program 219

M AR ----Esl in Iraq 207

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10:00 Lyle Bachman TEACHING LEARNING AND ASSESSMENT, WHY, WHEN, WHAT AND HOW (his colleague Adrian Palmer)

Assessment Use Argument

1. When you need to assess your students, where do you begin?

How can I help my students do well and succeed later?

...so they will make me look good

My purpose?

2. When, how often should I assess?
3. What kind of assessments?
4. What should I assess? –know it is base don the content of their teaching?
5. Why? – almost never asked, and this should be the first rhetorical question. Teachers are not normaally trained to assess. Such courses are not often required.

THE PRIMARY USE OF ASSESSMENT

1. To gather infomation in order to help us make decisions

DEFINITION: students accomplish/perform a task & INTERPRETATION instructor gives students an assessment report: score, comments, symbols. DECISIONS: Diagnostic feedback, give profile of areas of ability, ,qualify student to go on

PURPOSE OF TEACHING

Interface (connecting circles )

Teaching/learning, Assessment, interpretation/IMPROVEMENT (I think)

Which comes first? Want to improve students’ learning, my own teaching ??

Want assessment tasks to correspond to tasks taught.

Purpose will be different

Teaching task promotes learnng

Assessment task promotes gathering info

EX: whole class fails quiz

Why?

1. Lazy?
2. Bad test?
3. Bad teaching, ineffective?

Diagnostic feedback---but learners will also have to make decisions

Learners Must accept feedback and do something about it

Whenever we need to make an instructional decision, we need to collect information

Two modes: implicit and explici

INPLICIT MODE dynamic assessment, online (ongoing??) assessment, continuous assessment—constant

Constant, instantenous cycle: assessement-decision-instruction

Instructor looks at students; eyes, body language

Students are normally unaware this is going on.

EXPLICIT MODE separate from insrtuction, everyone knows this is assessment

BOTH ARE IMPORTANT, essential

Can serve two purposes---formative decisions

WHEN

Anytime we need tomake a decision

Ex: warmup, part of preesentation of new item.

Guided practice

WHAT

Obviously learning objectives, content of syllabus, text, learning activities.

HOW?

What decision do we need to make? What info do we need?

Diagnostic feedback? Progress in couse?

Content-based instrudction/ how to support this?

Community, workplace, employment? What domains?

Needs analysis for, say, workplace?

Some of the teaching & learning tasks can be used for assessment

5 THINGS TO REMEMBER

1. Begin with consequences: what beneficial c onsequences do I wena to bring a bout?

How will using my assessment help my studends improve their leanring, & me improve my teaching, how could this assessment be detrimental to their learning?

2. What decisions will I make? To improve their learning, etc? Make sure my decisions are equitable? Make same decisions based on my assessment with ALL students
3. Identify the information I need: less/more careful. Have/nt master nexst level of course? Able to perfrom these tasks in a University or on the job, quality of the info I collect? Is meaningful, reflects course content, impartial not biased? great diversity in course? Will give me info about students’ abtility to use language outside of the classrom?
4. How will get the ionformaiotn I need? Basta observarlos en la clase? More often, explicit, how report the results? Scores, comments, reports? = should match purpose of assessment.
5. Consistency. Classroom quizzes in multiple sections? interview?

Questions:

ASSESSING EFFORT, POSITIVE ATTITUDE, CLASS PARTICIPATION (ie., student who tries, but does not do well on assessments)

Include this in your assessment. But how does one measure that? Your information may not be defensible. These are intangibles.

USING A TEST AS A MOTIVATION TO GET STUDENTS TO STUDY bad idea

Pop quiz misuse of assessment. Gives assessment a bad name. It is the teachers’ job to motivate students, not the test’s job.

BUT POP QUIZZES MIRROR REAL-LIFE SURPRIZES

Acaso try to replicate all bad things in classroom? Ex: bombs go off,

Classroom selectively tries to present students with some but not all things in real life----teacher modifies real life tasks somewhat.

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Rehman, Susan, Using Video Cameras to Spiral ESL Learning 221

She taught us the steps to make a video of a person applying for a job

1. First we introduced each other:

1. What is your name?
2. Where are you from?
3. Where do you work and/or study?
4. What do you like about teaching?

2. Students make a video presenting themselves to apply for a job

1. She modeled it and then had us critique it. (She will purposefully flub up. She also does an on-purpose bomb of the interview. She dresses in flip-flops)
2. Student creat their own list (constructivist learning approach)
3. Have the students do various job—they take the videos.

3. Class watches video several times and critiques it

1. They can see themsleves – need to work on their body language and their eye contact.
2. Some are unaware of idiosyncracies
3. Talk about things which are appropriate for other moments.
4. Working with refugees is very personal – they need to discuss

THE LEARNING SPIRAL

1. Warmup was a very safe introduction of self to partner
2. Then introduced partner to classroom
3. Drew on board
4. Modeled it
5. Critiqued it
6. Volunteer filmed self
7. Class critiqued

How to spiral something else: Reading

1. Student reads alone
2. Students reads to each other
3. Teacher reads elicits critiques
4. Students critique
5. students

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Literacy development

Need to include:

Orthography awareness

Phonoloacal aswarenbess

Fluency vocabulary development

Reading

Two common programs Causes and Best

How do programs assess adult emergent readers

How do teachers assess students in the classroom

Have students circle the words that she says

Also check their eyesight

Jigsawpuzzle

PROGRAM-BASED ALTERNATIVE ASSESSMENT

Focuses on process, not just product

Orthography let students trace laminat

Picture stories --arrange the in the order to coprehensi ---even place lone word

Different parts of the brain light up when a person is literate.

Teach them the letter names first

An oral interview

Do preliminary online assessment

Look for multiple literacy

Literacywork.com includes videos

Have realia out and see what

Larue test have them read with their children

Interview and reading profiles samples of their writing

Track and monitor their progress

\reflecitonjournal onn each student

Use print material to do role plays in class

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Mari Vawn Tinney Helping “Undocumented Immigrant Students Get Into Utah State Colleges and Universities”

Cannot tell who is (il)legal just by looking at them

Unauthorized = lost papers

Undocumented = never had it

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iPad

has some applications which need special care in order to work with wy-fi

upstream technology

LaVisa on law school at BYU

Materials resource files can carry a lot in iPad

National Geographic has an adult and a kid version

Classroom manangement

Dropbox accounts you can access all of your files from all of your computers

Gradekeeper apps

Quick reference, how a word is used in a sentence

Dictionary.com

Pandora quiet background music

Teaching and Learning

1. have several in activity circles
2. content sources
3. news apps CNN, NPR, etc.
4. Video and Radio apps and can show short clips in class
5. Photos, science, history
6. Quizzes
7. Pictures are high quality and easy to see, ok for her to show pix to a class of 15 people.
8. NPR app they take an interfeace which is already familiar to the user and put it into a touch environment, no longer streaming. Often includes a transcript or a summary

Has two (video) cameras, one on back and one on front

How it works app can organize your apps into categories

Apps for reference and study

Dictionary.com

Merriam Webster

Quizlet flashcardlet flashcardsquest

Academic word list

2011 iTESOL Program

https://docs.google.com/file/d/0BwJGmGQtwCzBbXRVbkNYWXZLV28/edit?usp=sharing