Week 3 – Discussion 1[shortposting]
“The art of teaching is the art of assisting discovery”
Mark Van Doren~ (American writer and poet)
While taking a break from teaching your 7th grade math class you overhear two teachers talking about a ‘failed experiment’. Ms. Smith was explaining to Ms. Jones, the special educator, that she tried something she learned about in a recent workshop where she created cooperative, heterogeneous groups of four students that included children with learning disabilities, ELLs, and ‘typically developing’ children and assigned a ‘performance based assessment’ with the final outcome being a poster, report, and collaborative presentation. She thought it was a great idea since the groups seemed to be working hard all week, but when each group presented their findings, poster, and report- she realized that they missed the mark entirely. She can’t understand what she did wrong.
As the ELL teacher you can’t help but to interject at this point. What suggestions would you give to Ms. Smith to help her get better results next time she uses Performance Based Assessment. Keep in mind the terms: formative assessments, rubrics, and preparation for assessment.
Guided Response: Review your classmates posts and respond to at least three. Assume the role of Ms. Jones; do you believe the suggestions given by the ELL teacher will also benefit the students who have special needs? Why or why not? What modifications could you make to the suggestions to make them more accessible and beneficial to all students?
Week 3 – Journal
Evaluation vs. Assessment
First define each term in your own words, then relate each term to students who are English Language Learners and provide an example of how you would use each in terms of language proficiency growth within your current classroom or a classroom you can see yourself teaching in the future.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entries.
Week 3 – Assignment
Performance Based Assessment
Performance-Based assessments use authentic experiences and hands-on experiences to evaluate the student’s true knowledge, without impedance from a language barrier. When creating this type of assessment teachers must keep in mind:
- What content or skill is being evaluated
- What criteria will determine mastery
- How to create an authentic assessment that requires students to demonstrate their knowledge
- How feedback will be provided in the most objective manner
- How these results will guide future instruction
Some examples of Performance-Based Assessment are:
- Creating and presenting a collage
- Creating and presenting a PowerPoint
- Presenting a persuasive speech or one side of a debate
- Performing a dance, song or skit
- Guiding the class in a lesson
- Designing art, a garden, or other architecture
Your job will be to create a Performance-Based Assessment Plan that includes the following components. Each section should have its own sub-heading:
- Class Demographics: In this section Include the Lesson Title, Grade Level, Subject Area, number of students (at least FOUR of whom are ELL-), and any other applicable information.
- Common Core State Standards and English Language Development Standards: In this section provide a specific, measureable goal that addresses a Common Core State Standard and your state’s English Language Development Standards.
- Performance Based Assessment: In this section you will write directions for a Performance Based Assessment that you will have students complete over a three-day (50 minutes per class period) timeframe. Imagine that you will have the students described in the demographics section working in groups of four (with at least one ELL student per group). You are welcome to use one of the examples listed above or another one specific to your content area. The directions should be written as they would be presented to the class. Your assessment can focus on any content area in grades 2 – 12.
- Formative Assessment: Describe at least four formative assessments, with visible criteria (Pierce, 2002) that will be provided throughout the lesson to ensure students are grasping content specific vocabulary and meeting the criteria for mastery.
- Summative Assessment: Create both a summative visible criteria (Pierce, 2002) rubric and a self-assessment rubric to evaluate student’s final performance project using the information you learned from this week’s reading. You are strongly encouraged to create a rubric using an online program. Several options include:
The paper must be three- to five- pages in length, excluding the title and reference pages. You must use 5 references in addition to your text(s) for this assignment.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.