View
213
Download
0
Category
Preview:
Citation preview
1
Structuring Formative Assessments of Language within the Curriculum
Don BouchardMaine Department of Education ESL/Bilingual Programs
Professional development online webinar
March 16, 2010
2
Agenda
I. Brief review
II. Formative assessment -framework -tasks & tools
III. Formative assessment delivery procedure
3
The LandscapeContent
- Unit summary- Unit rationale
- Related cultural content statements
- Unit essential questions- Unit enduring understandings
- Unit learning targets & evidence of learning
- Content objective- Instructional delivery
Language1. ACCESS for ELLs®
2. Performance Definitions 3. CAN Dos
4. Model Performance Indicators
5. Language objective6. Tasks/activities
7. Formative assessments of language
4
Re: Landscape of Language – A Visual Metaphor
5
I. BRIEF REVIEW
A. Lesson Planning & Differentiation - ACCESS test data- variables to acad. Success
- performance definitions/indicators & lang. objectives
B. Enacting the lesson - language domains- content- information processing
C. Gradual Release of Responsibility- focused lesson- guided instruction- collaborative learning- independent learning
6
A. Lesson Planning & Differentiation
ACCESS for ELLs®
Teacher Report(+ background information)
LESSON PLANNING
7
Lesson Planning Process . . . Content StandardContent Objective
Performance Definitions (General linguistic parameters)
Performance Indicators (PIs)(Differentiated Domain & Content-related linguistic
parameters)
Language Objective(Measurable, observable language focus that is the
intentionality of formative assessment)
8
Language Objective
The language objective can provide the basis of linguistic focus targeted to meet the appropriate language demands of
the content requirements of the curriculum for an ELL. The language
objective describes the intentionality of language assessment of an ELL’s performance in a content lesson.
9
A language objective formula. . .
A language objective can contain the following elements:
FunctionTopic
General Domain (oral or print)Language Outcome
10
Examples of language outcomes related to WIDA performance definitions – language features
Aspects of linguistic complexity:- sentence types
- transition signals- active vs. passive voice
- paragraph cohesionAspects of vocabulary usage:
- common, high frequency words- content specific words
-technical wordsAspects of linguistic control:
- phonological components- semantic components- syntactic components
11
Other examples of language outcomes
Aspects of vocabulary Text/literacy features Parts of speech Visual / graphic clues Affixation Table of contents / index / glossary Content-specific words Titles / headings / subheadings Polysemic characteristics Tables / timeline / maps / diagrams Antonyms/synonyms Genre characteristics Context clues (characteristics of recount or Connotative differences narrative / report / processes Word families & procedures / discussions & Figurative/metaphorical arguments) Cognates Pronunciation
12
Performance Indicator
PI = Language Function
(Resource Guide has examples scattered throughout the MPI strands)
+Topic
(Topics are derived from the state content standards)+
Support(See WIDA Resource Guide RG 21 for list of supports)
13
Model MPIs
14
Performance Indicators + Language Objective
I: Name the parts of the water cycle using a diagram.II: Describe the water cycle with pictures.III: Describe the changes in the water cycle using a
diagram. IV. Explain the importance of the water cycle with a
partner.V: Determine the impact on the water cycle without
rain or snow with a partner.
SWABAT describe the stages of the water cycle orally using increasingly complex sentences.
15
B. Enacting the Lesson with Activities
Gradual Release of Responsibility Model
Content Specific
Domain Specific Info. Processing
Specific
Performance Level Criteria
16
Domain Specific Activities
Listening Speaking Reading Writing
What are the activities specific to each or a combination of the language domains?
17
Domain-Specific Activities
Listening. . . (what can we have our students listen to)?
Speaking . . . (what can we have our students talk about)?
Reading . . . (what can we have our students read?)
Writing . . . (what can we have our students write about?
18
Content -Specific Activities
Language Arts Mathematics Science Social
Studies
What are the activities specific to each of the content areas?
19
Content Specific Activities
Language arts . . . (what do students normally engage in at grade level?)
Mathematics . . . (what do students normally engage in at grade level?)
Science . . . (what do students normally engage in at grade level?)
Social Studies . . . (what do students normally engage in at grade level?
20
Information Processing-Specific ActivitiesCopying Describing Restructuring EvaluatingReproducing Processing Rearranging & ComparingInformation information restructuring the informationwithout in the same information providedprocessing structure provided w/info for as it was providedcomprehension presented in another
text or
source
What are the activities specific to information processing?
21
Information Processing-Specific Strategies Copying Describing Restructuring Evaluating charting acting out classifying analyzing arguing
for/against completing arranging categorizing assessing blending highlighting defining composing clarifying combining mapping illustrating constructing comparing contrasting matching listing graphing defending evaluating replicating reporting justifying expanding identifying representing retelling modifying interpreting justifying tracing planning inventing hypothesizing
predicting producing ranking relating
editing
22
C. The Gradual Release of Responsibility Model
The Gradual Release of Responsibility Model is the scaffolded delivery of instruction following a progression in which teachers gradually do less work and students gradually assume more and more responsibility for their learning through four stages:
1. Focused lesson2. Guided instruction3. Collaboration4. Independent Learning
23
1. Focused Lesson
1. Modeling the language to be used in the content
2. Direct but scaffolded explanation of the content with demonstrations
3. Think-alouds, write-alouds, shared reading focusing on language
24
2. Guided Instruction
Guided reading
Guided writing
Student think-alouds
Misconception analysis
25
3. Collaborative LearningReciprocal teaching
Listening/viewing stations
Visual displays
Book circles, labs, & simulations
Jigsaw
26
4. Independent Tasks
Independent Learning Centers
Independent Reading
Writing-to prompts
Conferring
27
Reflection
Do you have any comments or questions about:
Lesson Planning & Differentiation
Enacting a lesson
Gradual Release of Responsibility Model
28
II. Formative Assessment• AssessmentAssessment: a sampling of student behavior for the purpose of
making an inference
• Formative AssessmentFormative Assessment: an ongoing assessment process that provides students and teachers with feedback on progress toward instructional goals
• Interim AssessmentInterim Assessment: a periodic assessment that provides students, parents and educators with information on unit attainment or progress across units. (e.g.: tests & quizzes)
• Summative AssessmentSummative Assessment: an occasional (often annual) assessment that provides parents, educators, and policymakers with information on course / standard attainment or progress (e.g.: ACCESS for ELLs®)
29
Types of Assessments
30
A Balanced System
.
31
Dimensions of Formative Assessment
Proxemics
Temporality
Independence
Feedback(Johnston, 1992)
32
ELL Formative Assessment
33
Formative Assessments
. . . but we do know it involves
Tasks
&
Tools
34
Tasks for Formative Assessment
• Uses AUTHENTIC, MEANINGFUL tasks• Provides SCAFFOLDING• Provides MODELING & EXAMPLES• Provides SPECIFIC FEEDBACK
The tasks must be linguistically appropriate for ELLs.
35
Tools for Formative Assessment
• Scoring Rubrics• Teacher Observation Checklists• Rating Scales• Performance-Based Assessments
– Oral & Poster Presentations– Written Reports, Portfolios– Artwork, Demonstrations, Etc., etc.
36
In summary . . .
The irony of summative and interim assessments is that the more we do NOT
teach to the test (assessment OF Learning), but rather assessing FOR learning (formative
assessments), the more we prepare our students for tests.
37
SpeakingTasks/measures Tools
• Oral Summaries• Oral Reports• Oral Labeling• Debates• Role Playing• Group Discussions• Oral Questions• Describing pictures, scenes, • processes• Oral Retelling• Oral Cloze
• Rubrics• Checklists• Inventories
38
LISTENING Tasks/measures Tools
• Role Play• Drawing• Retelling• Matching aural
prompts to pictures • Listening to stories or
lectures
• Checklists• Rubrics• Multiple Choice • Note taking frames or
graphic organizers
39
READINGTasks/measures Tools
• Retelling• Summaries• Comprehension Questions• Reading Strategy Tasks• Reading Logs• Cloze passages• Word Lists• Vocabulary Assessments• Written or Oral Responses• Response Journals• Fluency assessment• Literature Circles• Complete Note taking • Frames/organizers
• Running Records• Miscue Analysis• Inventories• Checklists• Rubrics• Multiple Choice
Assessments
40
WRITING Tasks/measures Tools
• Word Spelling• Labeling• Drawing• Dictation• Mechanics assessment• Fluency assessment• Picture Prompts• Journal Writing• Retelling• Summarizing• Reports• Descriptive Paragraphs• Essays• Poems
• Teacher Rubrics• Checklists and Inventories• Peer Editing Checklist
and/or Rubric• Student Rubrics• Multiple choice assessment
41
Formative Assessment of Academic Language
GOALS INSTRUCTION ACADEMIC SCORING FEEDBACK
TASKS LANGUAGE TOOLSMEASURE
_______________________________________________________________
Describe Participate in Oral summary Checklist Oralprocedure an electricity with key Speaking feedbackfor a science science lab vocabulary rubric to eachlab. with a partner and student
and state the picture using asteps to support rubricexperiment and
checklist(content- (content & PI (language related) related) objective &
formative assessment- related)
42
REFLECTION
What has been your experience with formative assessments?
What are the challenges?
How can you fit in formative assessments of language?
43
III. Formative Assessment Delivery Procedure
Observing and measuring language behavior
can be accomplished through the “prism” of the Gradual Release of Responsibility
Model.
44
Formative assessments are ways to check for understanding; with ELLs this must include checking for proficiency-level appropriate
use of academic language. This can be accomplished by using WIDA ELP level performance criteria ‘distilled’ through
structured teaching embodied by the Gradual Release of Responsibility Model.
45
Focused Lesson Assessments
Partner talkThinking slipsReview guide
Dialogue Journal Self-assessment
46
Guided Instruction Assessments
RetellingStudent think-aloud
Running record Misconception analysis
Informal Reading InventoryGuided writing
Anecdotal Records
47
Collaborative Learning Assessments
ProjectsPeer feedback
Anecdotal recordsDialogue journalsSelf-assessments
48
Independent Task Assessments
ProjectsSustained Silent reading
Portfolios (collection/showcase/pivotal)Self-assessments
49
REFLECTION (distillation of slides 37-40)
SPEAKING LISTENING READING WRITING
Oral Summaries Role play Retelling Word spellingOral Reports Drawing Summaries LabelingOral Labeling Retelling Comp. questions DrawingDebates Matching aural Reading strategy DictationRole Playing prompts to tasks Mechanics assessmentsGroup Discussions pictures Reading logs Fluency assessmentsOral Questions Listening to Cloze passage Picture promptsDescribing pictures, stories or Word lists Journal writing scenes, processes lectures Vocab. Assess. RetellingOral Retelling Written or oral SummarizingOral Cloze responses Reports
Response journal Descriptive paragraphs Fluency Assessments Essays Literature Circles Poems
50
Bibliography
Fisher, Douglas and Nancy Frey (2008). Better Learning through Structured Teaching. Alexandria, VA: ASCD.
WIDA Consortium English Language Proficiency Standards and Resource Guide (2007). Madison, WI: The University of Wisconsin Board of Regents.
51
NEXT WEBINAR
“Two are Better than One: Collaborative Instruction for
ELLs”
Thursday, May 6, 20104:00 – 5:30 p.m.
52
Thank you!
Recommended