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Possible course objectives?. Think: How can we assess?. Group Project and Poster Presentation. Groups created a travel itinerary for week-long trip in China (budget $1000) Found hotels, transportation, activities Created poster Practiced presenting and asking/answering questions

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slide1

Possible course objectives?

Think: How can we assess?

Group Project and Poster Presentation

Groups created a travel itinerary for week-long trip in China (budget $1000)

Found hotels, transportation, activities

Created poster

Practiced presenting and asking/answering questions

Presented poster in open format

slide2

How can we assess?

Group Project and Poster Presentation

  • Match assessment to objectives and criteria:
    • Content: Thorough, matching curriculum
    • Speaking: Presentation, fluency, organization, pronunciation
    • Grammar: Speaking & writing—target grammar points
    • Reading: Finding and understanding sources
    • Writing: Using sources effectively, grammar in context
  • Tell students:
    • What is being assessed
    • Weighting for criteria
slide3

What type of alternative assessment?

Performances

  • Students worked in groups or individually on projects they chose
    • Skits/plays
    • Singing
    • Reciting poems, etc.
  • Presented projects to large audience
slide4

Possible course objectives?

How can we assess?

Performances

  • Students worked in groups on projects they chose
    • Skits/plays
    • Singing
    • Reciting poems, etc.
  • Presented projects to large audience
slide5

How can we assess?

Performances

  • Match assessment to objectives and criteria:
    • Speaking: Presentation, fluency, organization, pronunciation
    • Grammar: Speaking & writing—target grammar points
    • Communication Skills: Effective communication
  • Tell students:
    • What is being assessed
    • Weighting for criteria
slide6

What type of alternative assessment?

“Best of Show” Activity

Groups Round 1: Given a product & decide reasons it’s best

New Groups Round: Each student tries to persuade classmates why their product is best

Voting Round: Each person votes on best product

Final Presentation Round: Groups volunteer to show how they persuaded their classmates that their product was best

slide7

Possible course objectives?

How can we assess?

“Best of Show” Activity

Groups Round 1: Given a product & decide reasons it’s best

New Groups Round: Each student tries to persuade classmates why their product is best

Voting Round: Each person votes on best product

Final Presentation Round: Groups volunteer to show how the persuaded their classmates that their product was best

slide8

How can we assess?

“Best of Show” Activity

  • Match assessment to objectives and criteria:
    • Speaking: Presentation, fluency, organization, pronunciation
    • Grammar: Speaking & writing—target grammar points
    • Persuasive Communication Skills: Vocabulary, grammar
  • Tell students:
    • What is being assessed
    • Weighting for criteria
reading response journals
Reading Response Journals
  • Students respond to readings
    • Assigned or student-chosen
  • Prompts
    • General or specific
  • Topics
    • Motivating, related to class or life
  • Fluency vs. Accuracy
    • Could be graded on either, but tell students
summary response journal
Summary – Response Journal

http://axinmin1979.myblog.it/2013/10/10/reading-response-journal-templates/

quotation response journal
Quotation - Response Journal

http://freeology.com/graphicorgs

sample rubric
Sample Rubric

0-30

0-20

0-20

http://www.docstoc.com/docs/21612185/Readers-Response-Journal-Rubric

sample rubric1
Sample Rubric

Weighting/point range

Highest score

Descriptors for each score

0-30

0-30

0-20

0-20

0-20

0-20

http://www.docstoc.com/docs/21612185/Readers-Response-Journal-Rubric

portfolios
Portfolios

Collection of student work over time

http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world

slide15
Chat
  • If you have used Portfolios, what do you like about them?
slide16
Chat
  • What have you found challenging about portfolios?
slide17

Portfolio Procedures

  • What to include (not all their work)
    • Best items? Most proud of? Items to show growth?
    • Give students a checklist to follow through course
  • Assessment & Feedback
    • Will it be assessed by teachers? Others?
    • Use a rubric (given to students ahead of time)
    • Use class time to showcase portfolios
  • Accessibility
    • Consider putting it online for others to
    • Google sites, blogs, course management systems
e portfolios
E-Portfolios

http://www.informationweek.com/software/7-ways-to-create-e-portfolios/d/d-id/1110673

slide19

Portfolios: What you Can Include

  • Audio- and videotaped recordings
    • Readings, oral presentations, plays
  • Writing samples
    • Journals, book reports, papers, projects
  • Art work
    • Pictures, drawings, graphs, charts
  • Completed checklists
    • By teachers, peers, or student
  • Tests and quizzes
slide20

Know Portfolio Goal

If you want to assess end-of-class performance, what type of assessment is that?

= ????? assessment

slide21

Know Portfolio Goal

If you want to assess end-of-class performance, what type of assessment is that?

= Summative assessment

slide22

Know Portfolio Goal

If you want to assess performance in the middle of the term to guide your teaching, what type of assessment is that?

= ????? assessment

slide23

Know Portfolio Goal

If you want to assess performance in the middle of the term to guide your teaching, what type of assessment is that?

= Formative assessment

slide24

http://mcis.marietta.edu/community/sx001/work-samples/

  • Showcase students’ strengths
    • Let students have choice in what they include
    • Allow students some creativity/personalization
slide26

Portfolio Assessment—Rubrics

A PORTFOLIO ASSESSMENT MODEL FOR ESL, Moya & O’Malley, The Journal of Educational Issues of Language Minority Students

slide27

Rubrics

  • How to create
    • Customized but similar rubrics for each assignment
    • Rubrics should be simple and clear
  • When to use
    • Use for assignments that are graded
    • Give rubrics to students before starting assignment
    • Have students grade own work with rubrics before submitting
    • Give rubrics to students with graded and returned assignments, including comments
rubrics
Rubrics

Before you can create a rubric, know:

  • Your objectives
  • Your criteria
  • Scales/weighting
slide29

Rubric Sample

Criteria for grade

Points possible/weighting

free online rubric maker
Free online rubric-maker

RubiStar http://rubistar.4teachers.org/

slide31

Choose Criteria

Choose score descriptors

alternative assessment student training video
Alternative Assessment & Student Training—Video

In the video, note how teacher

  • Models feedback
  • Helps students use the language they need to complete the task
  • Looks around the room to check all are on task
  • Shows students how to help each other
alternative assessment student training
Alternative Assessment & Student Training

http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english-successful-practices-around-world

students r oles
Students’ Roles
  • Do their work diligently and not disruptively
  • Work courteously if with partners
  • Follow teacher’s guidelines
  • Ask for help as needed
  • Use alternative assessments toprepare for formal assessments
alternative assessment types
Alternative Assessment Types
  • Student self-assessment
  • Peer Review/Feedback
  • Group project & poster presentations
  • Performances
  • “Best of Show” activity
  • Reading Response Journals
  • Portfolios
assessment recap
Assessment Recap
  • Match your assessment to your class and students
  • Help your students learn from their assessments
  • Use other types of assessments in addition to multiple choice quizzes/tests
  • Use assessment to motivate students!
slide39

“Language assessment ... is much more than simply giving a language test; it is the entire process of test use. Indeed, the ultimate goal of language assessment is to use tests to better inform us on the decisions we make and the actions we take in language education.”

John Norris, English Teaching Forum, p. 45

what did you learn today want to share an idea visit the ning http shapingenglish ning com

What did you learn today? Want to share an idea? Visit the Ning:http://shapingenglish.ning.com/

Dawn Bikowski

Ohio University

slide41

Fenying, M. (2003). Motivating Students by Modifying Evaluation Methods. English Teaching Forum, 41(1), 38-41. http://americanenglish.state.gov/

  • Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15, 212-226.
  • Huerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked questions. TESOL Journal, 5, 8-10.
  • Norris, J. (2012). Purposeful language assessment: Selecting the right alternative test. English Teaching Forum, 50(3), 41-45. http://americanenglish.state.gov/
  • Shaping the Way we Teach English: http://www.americanenglish.state.gov/resources/shaping-way-we-teach-english
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