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Dominique Desir - Teaching ELL Self-Assessment

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Dominique Desir - Teaching ELL Self-Assessment

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Dominique Desir

August 6, 2018

Padlet for Teaching an ELL to self-assess

Post 2

Bibliography

Ferlazzo, L. (n.d.). Teaching English. Retrieved from Strategies for Self-Assessment: https://www.teachingenglish.org.uk/blogs/larry-ferlazzo/larry-ferlazzo-strategies-self-assessment

Summary

This web explains the many strategies to use to teach self- assessment to English Language Learners (ELLs).  Also, it describes how students' self-assessment provides additional learning opportunities. Moreover, it provides a short list of student self-assessment methods. Fives methods are shared on this website which includes word splashes and self-grading. In summary, the site offers benefits for using self-assessment.

Evaluation

The five methods that are provided are beneficial. The word splashes method can help ELLs who may be struggling with vocabulary to learn their areas of strengths and weaknesses. The goal setting method would promote students’ autonomy toward their learning. All of the methods can help ELLs to improve their self-confidence. Also, the teachers can use these tools to measure students’ progress and review materials that may need additional work.

Reflection

This material provides short examples regarding various techniques that can be used in the classroom to promote students self-assessment. Teachers can easily access the information. Also, methods that are offered are cost-efficient. Teachers do not need to seek additional resources to implement these techniques. As well, the methods that are offered are adaptable for various learners. This resource can be served as a cheat sheet for teachers who may be looking search.

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Dominique Desir

August 6, 2018

Padlet for Performance-based assessment tools and techniques
Post 1

Bibliography

Colombo, M. (2012). Planning Differentiated Assessment According to Language Proficiency. In M. Colombo, Teaching English Language Learners : 43 Strategies for Successful K-8 Classrooms (pp. 68-72). 65-98: SAGE Publications, Inc.

Summary

In this particular unit of the book, the author presents researches on the planning and implementation of effective assessment. The unit begins with a theoretical framework that supports the use of the evaluation to inform instruction. Then it provides an overview of three types of classroom assessment: pre-instructional, formative, and summative. The unit offers a vignette about Ms. Katie Parsen, a third-grade teacher who uses content and language assessment to plan instruction that meets the needs of the various students in her classroom. The unit concluded with six strategies for planning and implementing effective assessment for ELLs. In the unit there are descriptions on using initial assessment data to determine the strengths and needs of individual ELLs , planning different forms of evaluation, designing content-area and language-based learning outcomes with lesson objectives, planning differentiated assessments according to language proficiency, planning and using formative assessments, and planning and implementing summative assessments, including portfolio assessment.

Evaluation

This section of the book provides the various strategies to use to create a well-planned assessment. The strategies that are provided can help educators to develop all kinds of assessments, including performance-based assessment. Although the strategies in the text are intended for English learners, they can benefit other types of learners in regular classroom settings as well. Also, the strategies are adaptable across grade levels.

Reflection

Through reading this material, I realized that developing performance-based require the same skills as creating other types of assessments. My assessment needs to be well-planned to be able to receive accurate results. In particular, for the English learners, it is imperative that I provide the evaluation that will assess the appropriate type of performance. Measuring the performance of English learners is critical. Also, it is essential that English learners receive feedback about their progress. As a result, a well-planned assessment will serve as an appropriate form of data collection which can be used to analyze students’ performance.  This material has provided all the resources that an educator may need to develop the well-planned and effective assessment for all learners.

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Anndra Wilson-Teaching an ELL to self-assess

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Anndra Wilson-Teaching an ELL to self-assess

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Anndra Wilson-Performance based tools and techniques

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Erik Puskar
EDU 704 Padlet Post 1

Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

Burden, J. W., Columna, L., Hodge, S. R., & Martínez de la Vega Mansilla, P. (2013). Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education. Quest (00336297), 65(2), 169-185. Retrieved July/August, 2018, from  https://eds-b-ebscohost-com.proxy-calu.klnpa.org/eds/pdfviewer/pdfviewer?vid=3&sid=00ba4d57-59c8-4196-8320-6da7337d2e94%40pdc-v-sessmgr03

Summary:
This article examines the increased number of students from diverse cultural backgrounds and languages and the effects that it has upon teachers of physical education. After detailing the growth of ELLs in school populations, the authors then detail the overall issues of lack of teacher preparation for instructing ELLs. The authors then spring board into addressing the issues facing ELLs in regards to lack of physical education for ELLs as well as the lack of preparation of teachers of physical education in order to teach ELLs. The authors then explore the implementation and strategies for instruction as well as assessment of ELLs in physical education settings.

Evaluation:
This article does an excellent job addressing and informing the reader about the overall issues facing schools and educators in regards to ELLs. One such issue that it addresses is the lack of teacher training and the efforts that schools such as Boston public schools are doing to improve teacher preparation and professional development for instruction of ELLs. The article also approaches the idea of   multicultural awareness for equitable instruction to ELLs and the issue that attitudes can have an impact on the motivation teachers have to relate to students that in turn can affect students’ motivation to learn. Lastly, the article cites numerous other sources and studies in developing the need for better preparation of educators of ELLs to support their statements and positions for instruction and assessment of  ELLs in physical education. The article identifies the need for authentic assessments, variety of activities to check for understanding, acknowledgment that ELLs need a variety of ways to demonstrate understanding. The authors identify that in physical education, under Public Law 108–446, Individuals with Disabilities Education Improvement Act (2004), this means assessing students in their preferred mode of communication and preferred

language.

Reflection:
Although I am not a physical education educator, I am a former coach and I still enjoy physical activity via workouts and as such this article piqued my interest. In a time when schools are struggling with the influx of ELLs, they are also dealing with cuts to instructional programs such as physical education and with it efforts to decrease enrollment of students in instructional programs such as physical education. With such a double “whammy”, it is quite possible that in many cases that ELLs are simply not receiving physical education instruction within their schedule while at the same time denying a valuable educational and assessment opportunity for ELLs. It is my observation that many of the ELLs within my high school thrive in a variety of extra-curricular sports. However, it is disheartening to think that many schools may be not addressing the need for ELLs to have physical education classes and assessments simply because the physical education teachers are ill-prepared for instruction of ELLs in the physical education classes. It is my hope that others reading articles such as this one as well as increased advocacy for coupled with increase in instruction and professional development for educators of ELLs will ensure that ELLs receive the same educational opportunities that the general student population receives, including physical education.

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Erik Puskar
EDU 704 Padlet Post 2

Diagnosing L2 Learners' Language Skills Based on the Use of a Web-Based Assessment Tool Called DIALANG

Taghizadeh, M., Alavi, S. M., & Rezaee, A. A. (2014). Diagnosing L2 Learners' Language Skills Based on the Use of a Web-Based Assessment Tool Called DIALANG. International Journal Of E-Learning & Distance Education, 29(2), Retrieved July/August, 2018, from  https://eds-b-ebscohost-com.proxy-calu.klnpa.org/eds/pdfviewer/pdfviewer?vid=6&sid=00ba4d57-59c8-4196-8320-6da7337d2e94%40pdc-v-sessmgr03

Summary:

This article examines a study of different second language learners L2 proficiency using DIALANG which is an online assessment system used for language learners who want to assess their language proficiency. DIALANG assesses reading, writing, listening, grammar, and vocabulary skills but not speaking or verbalization skills. The article’s authors believe their study is important because there is a clear link between language proficiency and academic success and the authors then examined the implications and directions for future research via the use of DIALANG.

Evaluation:
Self-assessment is often seen as a non-traditional source of assessment but all of us certainly self-assess and as a result find value and even growth from it. The article does a wonderful job identifying and detailing numerous scholarly sources that indicate the importance of self-assessment before delving into the growth of the use of technology and web-based applications for the purpose of self-assessment. Although DIALANG is a European based and developed language assessment tool that focuses upon European languages, the article explains the though development and validity of the DIALANG assessment tool. In addition, the article details  the growth of and varied applications of technology and web-based assessments that allow for those learning an L2 to utilize such assessments “whenever and wherever” need be. And that is certainly many of us are seeing across the board in education, including being enrolled in the CalU Global Online Program.

Reflection:

We have all seen the growth of technology within our schools and educational settings as well as in our personal lives. Many of our students and ourselves are 1:1 in that we have access not only to at least one web-capable device but also access to the internet. So it is my belief that it is of importance and recognition that self-evaluation tools are increasingly becoming web-based and with that increase comes the access of ELL instructors and ELLs themselves to utilize them in order to best assess their own progress and advancement towards proficiency in an L2. It is highly suggested that others not only review this article and its information  contained herein but also if not already doing so to further explore the available and inevitably soon to be available online assessment and  self-evaluation tools.

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Diangeli Vazquez

Post 2:

“Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices

Pizzo, L., & Chilvers, A. (2016). Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices. American Annals Of The Deaf, 161(1), 56-66.

Link:

https://proxy-calu.klnpa.org/login?url=https://search-ebscohost-com.proxy-calu.klnpa.org/login.aspx?direct=true&db=eric&AN=EJ1174205&site=eds-live&scope=site

Summary:

The article represents Deaf and Hard of Hearing Multilingual Learners (including learning auditory and verbal English as a second language) as well as their learning needs.  This article is presented in order for teachers to have information on alternative assessments that can be used for DMLs. The article examines the cycle of teaching and learner and the effects it has one DMLs. It addressed the different types of assessments such as: Formal, informal, and RTI. Assessment accommodations are used with formal assessments in order to combat the language diversity and disability barrier. As stated in the article, “Informal assessment includes a variety of approaches such as performance-based assessment, curriculum-based assessment, dynamic assessment, and naturalistic assessment ” (p. 60). These include portfolios, observations, rating scales, etc. The primary goal for DMLs is to understand if their proficiency is related to their linguistic diversity or to the disability. DMLs can also identify as ELLS, in which they may qualify for English-language services. The article emphasizes the importance that teachers become educated on their diverse student body as the DML student population continues to grow.

Evaluation:

When I came across the article, I was happy that there was representation to a student population that is often forgotten. The article does a great job of citing resources that educators can implement in their classroom in order to make the appropriate accommodations for DMLs. I found that the article highlight the lack of knowledge many teachers have of alternative assessments. These assessments are prioritized because they are much more efficient at relaying information about our students. DMLs especially face discrimination in standardized tests that do not accommodate to their needs. The article portrays the needs of DMLs and the ways educators can use this knowledge to meet the needs of their students.

Reflection:

I am happy to have had the chance to read this article since many educators, myself included, do not give much thought on this population of students. Although I have been lacking, I found that after learning so much more about DMLs, I am much more prepared to receive one in my classroom. I would recommend this article to all educators because one does not know the diversity of their students in the future. It is important for educators to be well-versed in educational practices that benefit ALL students, DMLs included. I hope that with the resources provided in this article, I can further my knowledge and become more aware of the different student populations one may not think about.

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Performance-Based Assessment: Rubrics, Web 2.0 Tools and Language Competencies

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Performance-Based Assessment: Rubrics, Web 2.0 Tools and Language Competencies

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Amber Perrin
EDU 704
Padlet Post #2

Griffith, W.I., Lim, H.Y. (2012).  Performance-Based Assessment: Rubrics, Web 2.0 Tools and Language Competencies. MEXTESOL Journal. Retrieved August, 2018, from http://mextesol.net/journal/index.php?page=journal&id_article=108

Summary: This article addresses the sometimes daunting task of appropriately assessing ELL students by using performance-based assessments. The authors discuss the value of performance-based assessments over pencil and paper tests, and how much more a teacher can learn about a students' progress from a performance-based assessment. The article also lists some of the many benefits of performance-based assessments such as- engaging and interesting to students, more accurate and meaningful, increase student confidence, increase teacher confidence in accuracy of assessment, and they let teachers know how well they're teaching and students know how well they're learning. Next, the authors explain the three types of performance-based assessments- products, performances, and process-oriented assessments. Lastly, rubrics are addressed because they are a great way to meaningfully construct a performance-based assessment. The authors discuss the steps to creating a rubric, characteristics of good rubrics, types of rubrics, and ways to successfully use rubrics for assessment.

Evaluation: This article was great at addressing the importance of performance-based assessments. Performance-based assessments are useful in authentically assessing students' ability to use their new language because they require that students perform tasks that are meaningful and engaging. As a teacher, I am always looking for ways to engage my students in all aspects of their learning, including assessment. From this article, I could easily create a rubric that would allow me to do just that! I think it added value to the article that it was short and precise, while giving great information and examples. The importance of performance-based assessments was addressed well in this article.

Reflection: I like that the article begins by addressing the difference in a test and a truly authentic assessment. Tests assess how much information a student has retained, but not how well a student can use this knowledge to perform a task. I think that teachers without proper ESL training may assume that a multiple choice test or a written quiz is enough to determine how  much an ESL student has learned, but a performance-based assessment would be a better option. Not only are performance-based assessments great for ESLs, they would also benefit native English speaking students. I also thought it was great that there were visual examples of rubrics along with tips on how to appropriately use a rubric. The article helped to boost my confidence in creating rubrics for assessment, something I've always been a little hesitant about doing!

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Amber Perrin
EDU 704
Padlet Post #1

Liang, J. (2014). Toward a Three-Step Pedagogy for Fostering Self-Assessment in a Second Language Writing Classroom.  The CATESOL Journal. Retrieved August, 2018, from https://files.eric.ed.gov/fulltext/EJ1111888.pdf

Summary:  This article describes a three step pedagogical process- teacher modeling, guided peer assessment, and independent self-assessment- used to help develop a group of college ESL students' ability to self-assess their own writing. These steps are designed to help reduce fears and anxiety from college level ESL students about their self- assessment. Step 1, the teacher modeling step, familiarizes students with the writing standards and course objectives for their writing class. It also provides the ESL students with techniques that will eventually transfer to their own self-assessment. Step 2, guided peer assessment, students begin to assess each other while still having teacher modeling. Step 3, independent self-assessment,  students should now be able to assess the strengths and weaknesses in their own writing.

Evaluation: The three-step process demonstrates great teacher scaffolding and caring about student success. The author's summary of the three-step process was insightful and would allow a teacher to follow the process easily. As described in the author's summary, the three-step process helps to familiarize students with the assessment criteria they will encounter, as well as the procedures and expectations of the assessment. The main goals are to help reduce or eliminate the students' fear of assessment and to promote the students’ awareness of their strengths and weaknesses with the writing process. This process would make a great guide for teachers of older students that want to promote students' ability to self-assess.

Reflection: I found this article intriguing, because I've never learned much about college level ESLs. As far as the area of self-assessment, I liked that the article put it simply by saying that self-assessment is what students must do "to discover what they know, how they feel, and what they can do." I also liked that the article described some of the downfalls of self-assessment as well as the benefits. As teachers we may not think about it much, but for some students it may be discouraging to complete self-assessments because of embarrassment or they may feel like a poor learner.  This article was insightful and expressed both the positives and negatives of self-assessment and how to best approach such a complicated subject.

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Diangeli Vazquez
Post 1:

“Good and Poor EFL Readers: Understanding Their Problems Through Self-Assessment.”

Yusuf, Y. y., Fajrina, D. d., & Fitri, R. r. (2017). Good and Poor EFL Readers: Understanding Their Problems Through Self-Assessment. IUP Journal Of English Studies, 12(3), 107-122.

Link:

https://proxy-calu.klnpa.org/login?url=https://search-ebscohost-com.proxy-calu.klnpa.org/login.aspx?direct=true&db=hus&AN=125770748&site=eds-live&scope=site

Summary:

The article chosen discusses how EFL readers can understand how to problem solve through self-assessment. The Indonesian EFL learners were having issues in comprehension and other reading skills. They noted that reading proficiency has been correlated with academic success. The pre-study took two groups of students, some classified as “good readers,” while the other was classified as “bad readers.” The students were tested and the outcome came as follows: The good readers only had trouble with 3 reading skills versus the bad readers, having trouble with 11 reading skills. The investigators’ hypothesized that, through self-assessment, the learners can realize the importance of these skills and, later, have the ability to continue self-assessing. After completing the pre-assessment, the students had to analyze their own skills in a self-assessment questionnaire. After the evaluation, it was found that despite the differences in their skills, the self-assessment revealed that both groups of students had some similar choices in areas where they feel unconfident in.

Evaluation:

The article was intriguing in the aspect that it was based on high-school EFL students from Indonesia. Teaching in a foreign country myself, I wanted to understand how the implications of this findings would affect me as a teacher. While reading this article I found that the investigators tried to make this study valid across countries. They pinpointed the exact skills the students would self-assess and prompted me to think about how often I try and improve these specific skills with my own students. Despite the differences in level, I saw that some issues overlap across all different types of learners. As an educator, I want to highlight these issues in order to better understand the needs of the students, which is exactly what these investigators presented.

Reflection:

After reading the article, I found that I had yet to understand the importance of self-assessment. Self-assessment has been shown to help the students problem solve about their own problems and relay it to the teacher. The students can see the importance of a skill and become more aware of themselves during the learning process. This intern will help them to continue self-assessing and relaying this information to their teacher. With this information, educators can tailor their classroom and environment to their learners, and also help them build the skills they need in order to overcome these problem areas. I would definitely recommend this article to a fellow educator. In showing the resources we have available to us in order to help our students, we can further their growth on an individualized level.

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Mustafa Hmood

Padlet Post 1

Blue, G. (1994). Self-assessment of foreign language skills: Does it work? CLE Working Paper, 3, 18–35. Retrieved from https://files.eric.ed.gov/fulltext/ED396569.pdf

Summary

This journal article examines the challenges and advantages of using self-assessment with ELLs. ELLs may find it hard to judge their own works objectively, especially when they do not have the experience and expertise necessary to self-assess. While some students are able to judge their own performance fairly accurately, others may find hard to self-assess and judge the quality of their work. In addition, nationality can play an important role in self-assessment: Some nationalities tend to overestimate performance, whereas other nationalities tend to underestimate it. ELLs, who are in contact with native speakers, tend to compare their proficiency with that of native speakers, resulting in a low view of ELLs’ own proficiency, whereas ELLs, who compare their proficiency to that of other ELLs, tend to have a higher view of their own proficiency. That said, there are evidence suggesting that ELLs can benefit from self-assessment. In addition to taking responsibility in developing autonomy, self-assessment helps ELLs in their learning process: promotion of learning, raised level of awareness, improved goal-orientation, expansion of range of assessment, shared assessment burden and positive post-course effects. Other benefits include helping ELLs to assess the efforts they are putting into learning English, increasing self-confidence and building a positive self-image, as well as becoming self-critical and realizing what ELLs are capable of doing for themselves.

Evaluation

The author argues in favor of self-assessment in English for Academic Purposes (EAP) educational settings. To support his argument, he lists many benefits ELLs can have from doing self-assessment. Aware that accuracy of self-assessment is important, the author makes sure to discuss factors that may influence self-assessment. For example, the author talks about the relationship between an ELL’s nationality and underestimating or overestimating the ELLs level. However, he does not elaborate on that very point. To me, that sounds like a hasty generalization to say that an ELL overestimates his or her level, because he or she belongs to this or that nationality. Instead of jumping to such conclusion, I think it would be useful to consider more personal factors, such as an ELL’s educational background or personality traits. In addition, the author examines the correlation between internationally recognized language tests scores (IELTS and TOEFL) and the reliability of ELLs’ self-assessment ratings before taking an EAP course. I believe the author made a warranted conclusion that ELLs’ self-assessment ratings—before the beginning of an EAP course—are not reliable, because many ELLs are not very influenced by their TOEFL or IELTS scores when it comes to self-assessment.

Reflection

This journal article made me realize the challenges faced by ELLs when it comes to doing self-assessment. An ESOL teacher, who wants to incorporate self-assessment, should provide guidance to ELLs. This is important because ELLs, as I learned from the article, may underestimate or overestimate their language level. Personality, test scores, and nationality are all factors that influence the objectivity of one’s own language level. Because it is wrong to assume that an ELL comes to class already having the experience to make judgements about his or her level, I will make sure to show ELLs how to be objective when approaching self-assessment without underestimating or overestimating their level. I will ask ELLs to follow the two important steps of identifying their language needs and present language level, since that could lead to accurate and objective self-assessment. When comparing themselves to the people around them, ELLs may end up with an overly critical self-assessment or the opposite of that. To address that, I will remind ELLs not to think of comparing themselves to others when doing self-assessment.

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Mustafa Hmood
Padlet Post 2

Stanley, T. (2014) Performance-Based Assessment for 21st-Century Skills. Retrieved from https://books.google.com/books?id=WvomBgAAQBAJ&lpg=PP1&dq=Performance-Based%20Assessment%20%2B%20English%20learner&pg=PT4#v=onepage&q&f=false

Summary
In performance-based assessment (PBA), a learner shows his knowledge or skill by producing something. What is produced—based on applying knowledge and demonstrating skill in an activity—can be physical, like an object a student makes, or non-physical, like an idea a student mentions in an essay. PBA can be summed up as follows: If you know it, then show it. When applying PBA, the focus is not on the correct answer, but rather on the problem-solving process, on how learners arrived at their answers. PBA is about giving learners a choice in how they are assessed, allowing them to choose from options or create their own way of demonstrating what they learned.

Evaluation
I think PBA is a good method of teaching ESOL. Applying PBA to ESOL means allowing ELLs to create their own answers. This means multiple-choice questions should not be used by ESOL teachers. This makes total sense because actual performance is all that really matters in the real world. PBA utilizes real-world skills that are valuable in the 21st century. A lawyer will pass a bar exam, but what makes him or her a good lawyer is performance in the field of law. The goal of ESOL teachers is to teach ELLs language skills for life. Similarly, an ELL may do well on an English assessment, but what really matters is how well the ELL applies knowledge of English outside the classroom.

Reflection
As an ESOL teacher, I will probably end up using PBA over other methods of teaching. There are many benefits from adopting PBA. That method is exactly what I was looking for. It is what assessment should be about: to do something with you skills and knowledge. The method enables ELLs to apply their knowledge of English in a meaningful way, as well as to think creatively when it comes to solving problems in general. For ELLs who want to do something with English, regardless of what that is, PBA does involve getting out in the real world, be it looking for a job, talking to someone, or pursuing education. I imagine many ways to implement PBA in an ESOL classroom. There are many scenarios to choose from the real world.

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Performance-based assessment tools and techniques

Jessica Montano Post # 2

http://journals.sagepub.com.proxy-calu.klnpa.org/doi/pdf/10.3102/0091732X07309372

Durán, R. P. (2008). Assessing English-Language Learners’ Achievement. Review of Research in Education, 32(1), 292-327. doi:10.3102/0091732x07309372

Summary

This chapter from the journal article discusses issues involving large-scale assessment of English- language learner’s and its validity to determine an evaluation for a student. After researching trends and issues they found different method for assessments that provide more effective information about the achievement of ELLs. The article discusses how the No Child Left Behind act plays a huge role in determining if a child needs the language services. It also discusses how more interactive assessment of ELLs using classroom activities can be beneficial.

Evaluation

Based on the researcher, Baker, when she stated that there needs to be more to assessing students than just a standardized test. I agree with her 100%. I think the use of classroom activities and social interactions should play a part in the students’ evaluations. In order for this teachers need to develop these performance-based assessments to see what a student knows. I also found it very interesting when they stated that in order for students to learn the teachers and aides all need to be aiming for the same goal for the student. As the instruction in the classroom is done with fidelity students are able to go from knowing very little to be able to perform task with help from the well trained teachers.

Reflection

After reading this chapter I have realized that there is so much more to testing a student on language proficiency. A teacher cannot solely base a student’s proficiency levels just from a test. The students need to show their social skills along with understanding concepts in all subjects in English. Researches have come up with new methods of assessing students but who is to say what the right choice is to assess our students is. I think it all depends on age level and circumstance. It also has a lot to do with how knowledgeable the teacher is about the content and how well trained he/she is with working with ELLs.

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Teaching an ELL to self-assess

Jessica Montano Post #1

Leblanc, R., Painchaud, G., & Painchaud, G. (1985). Self-Assessment as a Second Language Placement Instrument. TESOL Quarterly,19(4), 673. doi:10.2307/3586670

https://onlinelibrary-wiley-com.proxy-calu.klnpa.org/doi/abs/10.2307/3586670

Summary
This journal article discusses experiments that were completed to determine if students who self-assess are reliable sources. The researches were unaware if students could provide significant and valid information about their abilities to use English. Very much of the discussion was about what types of questions the teachers asked the learners. The questionnaires that are given to these students are 60 questions and take only 20 minutes. If learners are not taking this self-assessment they take a 100 minute proficiency test. Researches in this study have found that adult students seemed to have a better result in this because their language proficiency was at a higher level then students who were younger or just learning. Another discussion is if students would be truthful in their evaluation of themselves, they concluded that the students will not gain or lose anything for being honest. They found that students take the self-assessment very seriously because it determines their future placement.

Evaluation
The researches in this article still have many questions about what is best for English Language Learners. This is just one study that shows that self-assessment can be successful. With everything, you will find pros and cons to doing this. Students do not take a standardized test that shows if they are proficient or not but they do complete a 60 question, questionnaire. I think that this can be valid for students who take it seriously. If the teachers felt that the questionnaire didn’t determine enough the language proficiency test would be given. Overall, with self-assessment the students are the ones that get to decide their future and if they still need language services they will receive them.
Reflection
This specific article made me think a lot about what I would want for my students. Standardized testing can be overwhelming for English speaking students so I know it has to be even more overwhelming for students who do not speak English. I think that will self-assessment it gives students the feeling of being involved in their learning. It also takes the stress of f of the learners. I know in my classroom students who take standardized tests sometimes shut down. I think as long as students are honest on the questionnaire they will be placed where they need to go. I think for younger students this may be harder but for older students they will understand that if they are not proficient in English that they will want to continue to get the help they need.

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Sayward Mack
Padlet Post #2  Performance-Based Assessment Tools and Techniques

Murphy, Bridget (2017, November). Performance-Based Assessment for English Language Learners. Cornell University ILR School. Retrieved from https://digitalcommons-ilr-cornell-edu.proxy-calu.klnpa.org/cgi/viewcontent.cgi?article=1361&context=buffalocommons

Performance-Based Assessment for English Language Learners

This brief addresses educational obstacles for English language learners in the Buffalo, NY public school system. The need for alternate assessment for ELL students is apparent in Murphy’s brief, which highlighting the failure rate of ELL students due to inadequate language accommodations in school and with testing. Here the benefits of performance based assessment are highlighted, showing how they increase the graduation rate and the overall education of EL students.

Summary:

Performance based assessment is an alternative to standardized testing. Students learn how to research, learn about, and apply information as opposed to memorization and regurgitation of facts which is required on standardized tests. In addition, with ELL students, collaboration with peers is key in fostering student communication and breaking through the language barrier they face. Performance based assessment prepares students for university settings as well as the workplace which do not generally require memorization but look for critical thinking skills and problem-solving skills. Students research and seek information on their own, on topics they find interesting, create assignments or assessments showcasing what they learned, and this is applicable to all levels of learning, not rigid like standardized tests are.

Evaluation:

This source was highly informative, showing why performance based assessment is important in the classroom for all students, but especially for English language learners. EL students face many challenges in and out of the classroom, and allowing them to connect to the material through various types of performance based assessment has been proven to increase learning, and ultimately increase graduation rates. The article gave specific examples of how standardized tests, here the Regents exam, does make accommodations for ELLs, but only to an extent. The limitations in testing have led to underachievement in school, failure, reduced attendance, and low graduation rates. Performance based assessment shows how this can be addressed in the classroom, how putting learning in the hands of the students, creative and independent thinking, collaboration, and research can all help students learn materials not just memorize terms and facts for a test.

Reflection:

This article was highly informative and a good read for all teachers. I try to use a mixture of standardized testing and performance based assessment in my classroom, but this article reinforced the need for it and the benefits to all students. I have found that this draws the students in and they connect with the material on a higher level as opposed to trying to memorize facts or details for a test. The article gives examples of different types of performance based assessments such as journals, portfolios, skits, and artwork to name a few. Performance based assessment requires students to use higher order thinking skills and stresses the importance of collaboration, showing how that benefits the students of all levels of English.

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Jessica Merando
Padlet Post #2: A Test That Isn’t Torture: A Field-Tested Performance-Based Assessment.

Eastburn, M. (2006). A Test That Isn't Torture: A Field-Tested Performance-Based Assessment.

Learning Languages, 12(1), 12-16. Retrieved from

https://proxy-calu.klnpa.org/login?url=https://search-ebscohost-com.proxy-calu.klnpa.or

/login.aspx?direct=true&db=eric&AN=EJ1104128&site=eds-live&scope=site.

This article presents a Spanish teachers approach to implementing performance-based

assessments into his end of year evaluations. The teacher has three separate evaluations

that encompass all of the language modes as defined by New Jersey and their school district. Interpretative, presentation, and interpersonal were the three primary modes of language, but the four language domains of reading, writing, speaking, and listening were also embedded in these assessments.

Summary

The teacher at the center of this article, Mark Eastburn, is a fifth grade Spanish teacher in New Jersey who recognized an issue with typical test style assessments. To combat this issue Mr. Eastburn moved towards a teaching methodology that utilizes performance-based assessments. After some experimentation, Mr. Eastburn now gives his performance-based assessments twice a year as a type of cumulative assessment. There are three parts to the assessment; the first focuses on students ability to interpret a spoken description, the second requires students to create and give a presentation in the form of a speech, and the third involves students holding a conversation with one another on a specific topic. Between these three assignments all four language domains of reading, writing, speaking, and listening are utilized. Additionally, Mr. Eastburn reported seeing higher motivation, less burnout, and engagement in the performance-based assessments in comparison to the traditional paper and pencil tests.

Evaluation

Overall, this article provides an excellent insight to a classroom that has successfully implemented performance based assessments. The assessments that Mr. Eastburn uses are excellent in that they hit upon multiple language modes and all four language domains. Additionally, he addresses the fact that these are “living” assessments that are constantly under revision to fit the needs and personalities of each class every year. To continue, Mr. Eastburn takes the time in the article to establish the fact that while he uses performance-based assessments, he is also still using traditional paper and pencil tests along with other types of formative and summative assessments.

Reflection

I thoroughly enjoyed reading through this article and would recommend it to any teacher, regardless of experience level. From my personal experience, and talking to other teachers, the concept of implementing performance-based assessments is daunting. But, this article provides a very simple but effective example of how one can successfully implement performance-based assessments. Additionally, for prospective ESL teachers this article is excellent because it would be very easy to take the examples from this Spanish class and modify them for an English language learner. The language in this article is simple, yet professional, and truly does an excellent job of breaking-down how these assessments were implemented, and how they work.

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Lauren Walter

Abedi, J., & Stanford Center for Opportunity Policy in Education, (. (2010). Performance Assessments for English Language Learners. 1-4

Summary:

Standardized tests are used to make decisions and accountability systems and  do not meet the needs of ELL students who are struggling academically. Performance assessments can help give ELL students the opportunity to demonstrate their knowledge and provide more detail information on the students’ needs in a way that standardized tests can’t.  Performance assessments are a better way for ELL students to showcase their knowledge for two main reasons. The first reason is that language is not the only way they are being assessed, often performance assessments are hands-on assessments. The second reason is that students can maneuver the hands-on materials and use them as a guide as they devise written or oral responses.. Students are giving the opportunity to present what they know in different manners, not only through language. Performance assessments help teachers understand what knowledge the ELL student knows. Teachers can use this information to plan for instruction.

Evaluation:

This article is filled with valuable information about performance assessments and why it is so beneficial for ELL students. Often assessments (like standardized tests) are given to students to see what they know and what they still need to learn. This article does a great job explaining that those types of assessments are not reliable for ELL students because they often require the use of oral or written language. Students might know the content, but not be able to explain it through oral or written communication. Performance assessments use hands-on materials and give ELL students the opportunity to show what they know. The article gives many examples of types of performance assessments and explains how teachers can implement them into their classrooms.

Reflection:

I would definitely recommend this article to other teachers to read. It explains very nicely what performance assessments are, how to implement them in a classroom, and why they are so beneficial to ELL students. It also explains why standardized tests might not be reliable or valid for ELL students. I learned a great deal about performance assessments and the benefits of using them in the classroom. Another thing I liked about the article is it explains how teachers can not only implement performance assessments, but also how they can use the information gained from the performance assessment to plan instruction. It’s a fantastic article that would be very beneficial to a teacher of ELL students who is considering implementing performance assessments in their classroom.

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Lauren Walter

Ortiz, J., Burlingame, C., Onuegbulem, C., Yoshikawa, K., & Rojas, E. D. (2012). The use of video self-modeling with english language learners: Implications for success. Psychology In The Schools, 49(1), 23-29.

Summary:

This article examines a study where ELL students watched videos of themselves reading and used the video to self-assess their reading skills. Modeling is a language teaching method that is used often by teachers. Teachers will model a skill correctly and the students will mimic the skill. In this study instead of the teacher modeling the reading skill, the students watch a video of themselves reading.  The goal of this study was to work on the skill of reading fluency with ELL students. The first few times the video was shown to the students, it was shown without errors and at a faster speed than the student read originally. The reason for this is so students can see themselves as successful readers and find the motivation to continue learning to read.  After they viewed the edited tapes, students were videotaped again. This time they watched the unedited new videos and gave feedback on their own progress. They saw a large improvement in students’ fluency skills, when they were able to watch the edited videos of themselves reading fluently.

Evaluation:

When I first read this study I was unsure how I felt about the idea of editing out students errors and speeding up the video to make the students think they could read faster than they could. The more I read the article the more it made sense to me.  Reading fluently can be very challenging for ELL students and students often develop negative thoughts about themselves and reading.  Modeling is often used in teaching ELL students. This study uses modeling, but instead of the teacher modeling the reading skills correctly, the students are given the opportunity to view themselves modeling the skill correctly. They are still given the opportunity to copy the correct reading skills just like they would if a teacher modeled the skill. Instead of copying a teacher’s modeling, they get to copy themselves modeling correctly. This helps the students with the reading fluency and helps build their self-esteem at the same time. The study found that students became more fluent and had more motivation to read after watching the edited video of themselves.

Recommendation:

This is a different type of approach to modeling reading fluency for ELL students. I found the study for interesting, but I’m not sure if every teacher would agree with this strategy. Students’ are still given the opportunity to watch the unedited video of them reading and self-assess it, but not until after they watch the edited (error-free) video. I would encourage teachers to read this article and determine their own thoughts and opinions on this strategy. It’s a different approach, but a great way to build students’ confidence in reading. I love the way it used the students as their own models instead of teachers.

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Katie Kent

Lenski, S. D., Ehlers-Zavala, F., Daniel, M. C., & Sun-Irminger, X. (2006). Assessing English-Language Learners in Mainstream Classrooms. The Reading Teacher, 60(1), 24-34. doi:10.1598/rt.60.1.3 Retrieved July/August, 2018, from http://stept.ieducational-solutions.com/Science/module5/resources/Lenski_Assessing_ELL_in_mainstream_classrooms.pdf

Summary

This article addresses that fact that there are a growing number of English Language Learners (ELLs) in our country, but that teachers are not prepared to properly assess this group of students. In this article a variety of alternative ways to assess students are introduce; however, it is expressed that authentic performance-based assessments are the best way to assess students. The forms of performance-based assessments that are highlight include observations, journal writing, portfolios and self-reflections. The authors of this article express that by using this form assessment, teachers can teach while assessing, and that assessment is constant and frequent. This frequent gathering of assessment information, then helps teachers meet the needs of students by being aware of what students need more help with.

Evaluation

This article is a general introduction to the challenges of assessing ELs in a mainstream classroom. It does a nice job providing a basic overview of many important topics associated with properly assessing ELs. It highlights the importance of finding authentic performance-based assessments. Though this article is based on historical research, it captures valuable information. However, at times I noticed that some of their statement could be better supported with research to make it clear that the information is more than just the author’s opinion.

Reflection

I chose this source because many of my ELs face challenges when completing assessments in their mainstream classroom. I enjoyed that the article is written in a simple way and think that it would be easy to share with colleagues. This article may provide them with addition ideas for alternative and authentic performance-based assessments. After reading it, I was reminded that I need to utilize performance-based assessments more frequently in my classroom. It also reminded me of the value of observations. Though I constantly observe the progress of my students, I forget to record anecdotal notes to track students’ progress. I hope to do this in the future.

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Katie Kent
Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment with Embedded Strategy Instruction and Vocabulary Support. JOURNAL OF LITERACY RESEARCH, 39(1), 71-93. Retrieved July/August, 2018, from http://journals.sagepub.com/doi/pdf/10.1080/10862960709336758

Summary
This article examines the potential to teach reading strategies by embedding them in online reading programs. The strategies modeled in the online reading program, focused on metacognitive/self-reflective thinking while reading and vocabulary development. Students were taught how to use online support tools, such as text to speech and glossaries as needed. The students who used these tools most frequently, showed the greatest amount of growth throughout the program. The students who were more self-reflective and aware of their need for help were most successful. The findings from this study did show that online reading programs help to improve students reading success.

Evaluation

This study examines a current and relevant topic. Technology is in every classroom, and most schools are working to reach a 1:1 ratio. The study was conducted in a controlled setting, with a significant sample size. The results of this study are valid and applicable to a current classroom. Though the entire focus of this article is not just on teaching self-assessment to ELLs, it addresses how online programs have the potential to model and teach self-assessment/reflection strategies which will ultimately make students better readers.

Reflection

Two years ago, our school districted adopted an online reading program called I-Ready. Within our daily school schedule, students are given time to work on this program. Though this program is showing that my students are making growth, I had never had the opportunity to read research supporting these programs. It was interesting to see that these programs can scaffold skills that will make students more self-reflective and therefore more prepared to self-evaluate. I plan to recommend this article to any of my colleagues who are struggling with giving up their instructional time to a reasonable amount of technology usage.

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Angel Lowe

Burt, M., & Keenan, F. (1995). Adult ESL Learner Assessment: Purposes and Tools. Eric Digest, 1-7. Retrieved from https://files.eric.ed.gov/fulltext/ED386962.pdf

This article discusses the use of commercially available assessment tools for Adult ESL programs. These learner assessment tools are utilized to identify language proficiency levels, determine appropriate instructional levels, and monitor progress. Benefits of these tests include construct validity and scoring reliability, easy administration, and minimal teacher training. However, solely relying on these assessment tools is questionable as tests do not measure individual learner strengths and weaknesses or what students have studied throughout a course. Consequently, alternative learner assessment tools can be used to evaluate students’ progress that is more closely related to the instruction of the program.

This publication recognizes those performance-based assessment tools that are most commonly used in adult ESL programs and provides the origins and advantages of using such tests. Conversely, it presents possible limitations that these tests have on accurately assessing student progress as many factors can hinder the validity of the results; therefore, the demographic and educational backgrounds of the learners need to be considered when selecting a performance-based assessment tool. Alternative assessment ideas, such as interviews; portfolios; writing samples; etc., are also generously offered, though used alone could lack the hard data that certain programs require. Therefore, a combination of both is what is most ideal according to current practice and theory. Overall, the reader is supplied with the pros and cons of both assessment types and those most commonly and effectively used.

Though I am an ESL teacher, I have no experience in teaching Adult ESL, so I found this resource incredibly engaging. I plan to write this week’s research paper on Adult ESL as this may be an area of interest for me in the future and really just an area of ESL where I can definitely extend my knowledge. This article was a smooth introduction to the world of performance-based and alternative methods assessment for adult learners. While the combination of both assessment types is similar to my secondary education experience, I am now more equipped with a baseline familiarity of commercially available tests for Adult ESL and their purpose as well alternative options for optimum progress monitoring.

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Effectiveness of Self-Assessment Strategies in ESL

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Effectiveness of Self-Assessment Strategies in ESL

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Sayward Mack
Padlet Post #1 Exploring the Effectiveness of Self-Assessment in ESL Placement

Strong-Krause, D. (2000). Exploring the Effectiveness of Self-Assessment in ESL Placement. In G. V. Ekbatani & H. D. Pierson (Eds.), Learner-directed Assessment in ESL(pp. 49-74). Mahwah, NJ: Lawrence Erlbaum. Retrieved from https://books.google.com/books?hl=en&lr=&id=ZK79uMOptBEC&oi=fnd&pg=PA1&dq=Learner-directed+assessment+in+ESL.+&ots=IA57Tkaf_9&sig=h9YqDBAoJrE9c5972z0e3zLuiDw#v=onepage&q=Learner-directed%20assessment%20in%20ESL.&f=false

This text looks at both the theory and practice of self-assessment with learning English. The various articles in the book examine the relationship between the individuals learning a language and the assessments used. The text looks t the self-assessment and the involvement of the student in their learning, giving them more power to direct their learning.

Summary:

This chapter in the text addresses the positive side of self-assessment because self-assessment allows students to test all aspects of language acquisition as opposed to a language sample with traditional tests. The chapter identifies the positives of self-assessment such as less time needed to self-assess as opposed to traditional testing, reducing or eliminating cheating, and directing learning back to the learner. Positive correlations on self-assessment tests as well as studies on the negative effects are also addressed in the text. Although the results varied with the different studies, there are a number of factors that could lead to the discrepancy. Key factors to take into consideration are the wording on the assessment, the skills being assessed, the level of proficiency of the individual completing the assessment, as well as the type of assessment administered. The reason for the study was to evaluate self-assessment tools and identify areas that need to be strengthened in order to be more effective. Self-assessment allows student to appraise their own performance and become aware of their individual needs when earning L2.

Evaluation:

This source was informative, looking at various aspects of self-assessment and incorporating studies from both sides of the issue. The information presented is research-based and the data included show the validity of the study. Because the information is provided for both the pros and cons of self-assessment, I feel that I was able to see why self-assessment is important as well as areas that that need to be considered or changed on some assessments. Each individual has a unique learning style, and the self-assessment allows them to honestly look at how and what they are learning, highlight areas they feel need attention, and build confidence in the areas they have already grasped. The use of self-assessment can be time-saving, money-saving, and also used instead of costly traditional exams. With school budgets and cutbacks across the board, this is a viable option with proven reliability and validity.

Reflection:

The information in the text can be used in an ESL classroom, but also see how it can apply in my high school English class as well. There are distinct benefits to self-assessment, and if constructed in the proper manner, the information is helpful for both students and teachers. I would use self-assessment in the classroom as a means see how the students view their understanding of concepts and of their own learning. The text brought to light the various aspects of testing such as the skills being assessed, the proficiency of the learner, level of assessment, and the type of assessment administered. Self-assessment is something I would like to incorporate in my classroom this year to assess the mindset of the students with various concepts being taught.

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Sabrina Arnold
Mazloomi, S., & Khabiri, M. (2018). The impact of self-assessment on language learners’ writing skill. Innovations In Education & Teaching International, 55(1), 91-100.
https://doi-org.proxy-calu.klnpa.org/10.1080/14703297.2016.1214078
- This article explains a study that was completed with English language learners and self assessment. College level ELL students were taught writing using self-assessment strategies and compared to students who did not participate in these strategies. The information yielded from this study shows that self-assessment was a strategy that not only improved ELLs writing skills, but also improved their proficiency in the second language. These students were asked to self-assess every writing assignment through the use of checklists. Overall, the learners' attitudes towards self-assessment were positive and showed that the students understood the powerful effects that it was having on their learning.
- It is my opinion that this article is well-written and full of great information for all teachers. It is research based and care was taken to ensure that the study was both accurate and valid. I believe that this study shows teachers of ESL students how important self-assessment is for these students and the positive effects that it can have when implemented correctly. Although I felt that this study was well-done, it would have been interesting if other age groups were included other than just college level students. I believe that if other studies and age groups were included in this research, the push for self-assessment as an effective strategy would be even stronger.
- I would use this resource in my classroom because I believe that the impacts of using self-assessment with ESL students is powerful. The research provided in this document proves that it can be a useful strategy to help the students not only improve in writing skills, but also in proficiency. Even though I am a second grade teacher, I believe that this study has implications for my own classroom as well. From time to time I use self-assessment with my students when writing, but after reading this article I plan to try it more often this school year. I would recommend this article to others because I feel that it includes interesting information that could be implemented in any classroom and will hopefully yield positive results for all students.

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Angel Lowe

Esnawy, S. (2016, June). Devising Self-Assessment Tools for EAP/ESL. TESOL Arabia Perspectives,24(2), 1-4. Retrieved from https://eds-b-ebscohost-com.proxy-calu.klnpa.org/eds/pdfviewer/pdfviewer?vid=3&sid=0419db29-3414-4370-9783-7135faab25d1%40pdc-v-sessmgr04

Many researchers advocate for the use of self-assessment tools when teaching ELs as it motivates learners and develops their skills and independence; however, teachers have found that the available resources are too general and, therefore, lack the qualification for adequately showing progress. Consequently, teachers have created their own self-assessment tools to make better use of the results to drive student success. With self-assessment, ELs consider the skills they use to accomplish tasks and analyze their application of such skills. In order for students to gain this level of autonomy over their own learning, the environment must be that of a learner-centered classroom. To properly develop a SA instrument, learning goals and outcomes are examined; questions are then generated for ELs to assess ALL components of the intended learner outcomes.

This resource was concise and straight to the point while conclusively breaking down self-assessment into its primary components, making its benefits and incorporation into the ESL classroom uncomplicated for reader. In a learner-centered classroom, the teacher is seen more as a facilitator, and students choose specific actions to identify and strengthen their own areas of weakness. Consequently, this process makes students more aware of their abilities and assists in developing those abilities to increase performance and achievement. Additionally, Esnawy includes a solid example of how to devise a SA tool as she alerts readers of the general, often ineffective, SA tools that currently exist. Although the article does not elaborate indepthly on specific studies evidencing the effectiveness of using such SA tools, those studies are cited if one wishes to investigate further.

I am definitely going to use this resource to generate SA tools in my classroom, and therefore, recommend it to others as well. In the busy, fast-past life of a teacher, the article was easy to read and the strategies modeled for clear implementation. It illuminates the metacognitive process necessary for students to employ in order to take ownership of their learning and increase academic independence. During-reading strategies are a cornerstone of my instruction/facilitation in the classroom, and I am looking forward to tweaking those assignments to align more jointly with the SA tools exemplified in the article.

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Jessica Merando
Padlet Post #1: Learner Self-Assessment: An Investigation into Teachers’ Beliefs

Bullock, D. (2011). Learner Self-Assessment: An Investigation into Teachers' Beliefs. ELT

Journal, 65(2), 114-125. Retrieved from https://proxy-calu.klnpa.org/login?url=https://search-ebscohost-com.proxy-calu.klnpa.org/login.aspx?direct=true&db=eric&AN=EJ917998&site=eds-live&scope=site.

This article was published in the English Language Teaching Journal about seven years

ago, and presented a small study on teachers beliefs and attitudes towards self-assessment

approaches in the classroom. The study if useful because it addresses the reasons that self-assessment is desirable, experiences teachers opinions towards implementing and teaching self-assessment strategies, and the challenges that accompany this approach.

Summary

The purpose of this article was to addresses and investigate teachers beliefs and attitudes towards implementing self-assessment techniques into their classes with English language learners. It is a smaller study, but it is very thorough in it’s research. Reasonings in support of self-assessment approaches are quickly addressed and explained, highlighting the need for this study. Self-assessment techniques sound amazing and highly beneficial for English language learners, but what are teachers beliefs and attitudes towards them? The author of the article and study has a background in education, and is aware of the imperatively critical role that educators play in implementing a new learning strategy - so she had a desire to investigate their thoughts.

Following the study, the results showed that the majority of teachers were highly in favor of implementing self-assessment techniques into their regular classrooms. Additionally, the study took the time to address the challenges that teachers may face when doing so. Overall, the study does a thorough job of examining the pros and cons that come with implementing self-assessment strategies in ones classroom.

Evaluation

This study was very thorough, and provides an excellent starting point for a teacher interested in implementing self-assessment in their classroom. The study addresses the reasoning behind the push for self-assessment practices, and then moves on to analyze teachers beliefs towards the practice. It breaks these beliefs and attitudes down, highlighting the benefits that teachers see as a result of self-assessment practices. Additionally the study takes the time to look at the cons that a few teachers encountered and their arguments against the practice. As a whole, this study contains valuable information for a teacher who is considering implementing self-assessment practices by analyzing both sides beliefs and attitudes. The only downfall with the study is the size of it; it is a relatively small study, and a larger  scale study would have been able to provide additional information.

Reflection

As a new teacher who is constantly reading about different practices and techniques that I can implement in my classroom, I found this to be a refreshing article. Instead of looking at the specific strategies and techniques that come with using a self-assessment approach, this study takes a step back and looks at how teachers feel about this approach. It provides teachers with a voice to expresses the pros and cons that they see with the approach. This, in my opinion, is far more useful information than merely reading the “how to” of a strategy and attempting to implement it through trial and error in my classroom. Instead, I am able to hear other teachers experiences, what went well and what struggles they faced in implementing this learning approach. As a result, I now feel more prepared to implement these techniques because I am aware of and can anticipate the challenges that I may encounter. Therefore, I would highly recommend this article to someone who has never attempted using self-assessment strategies in their classroom as this is an excellent starting point to determine how well they will function in your classroom.

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Sabrina Arnold
Espinosa, L.F. (2015, December) Effective Use of Performance-based Assessments to Identify English Knowledge and Skills of EFL Students in Ecuador. Theory and Practice in Language Studies, 5, 2441, 2447. DOI: http://dx.doi.org/10.17507/tpls.0512.02
- This article describes performance-based testing in an EFL classroom. It describes the positives of this form of evaluation as well as some of the challenges. For example, students are able to show not only the target skill that they are learning but also the process of learning that skill in performance-based assessment. Secondly, it allows students to take part in a real-world situation in order to show their skills. It also gives teachers a chance to give feedback right away. Although the challenges of taking time to develop these assessments and developing a rubric or grading system are difficult for teachers, the benefits surely outweigh the negatives. Overall, it is a solid system for assessing ESL students which give the teacher an all encompassing view of the child's learning.
- I felt that this was an excellent resource for teachers who do not know a lot about performance-based assessments. It gives great research-based evidence supporting the use of this in the classroom. In addition, it poses a wonderful argument as to why teachers need to be using this for their students. I believe that this was informative for all areas of teaching, not only ESL. It provides enough evidence to make teachers such as myself rethink our assessment means in the classroom.
- I would most definitely use this resource in my classroom because the evidence presented in this article made it difficult to ignore. I feel that this article gave me a push to redesign some of my assessments this school year and make them more performance-based. The information encompassed in the article gives me great strategies to overcome the challenges of this and empowers me to try this. I would recommend this article to others because I felt that it was compelling and well-written for teachers who are interested in other forms of assessment. In addition, I appreciated the fact that it was all evidence-based which encourages me with the hard facts about this form of testing.