Task Based Instruction & Differentiated Assessment Katie Subra email@example.com English Language Fellow, Minsk State Linguistic University. Self-reflection. 1) What is your favorite type of assessment to give your students?.
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English Language Fellow, Minsk State Linguistic University
1) What is your favorite type of assessment to give your students?
2) What was your favorite type of assessment to complete as a student?
3) Is there a difference?
How do your assessments change according to:
Purpose (Feedback vs. Washback)
Bloom's Taxonomy & Higher order thinking skills
I. Background & Key Acronyms
II. Overview of trends related to Cross-Cultural English Education & Differentiated Assessment in the U.S.
III. Two Ways of Viewing Differentiated Assessment: A. Discrete Point (micro) vs. Communicative (macro) B. Bloom's Taxonomy for Language Assessment Examples will be discussed.
IV. TWBAT: Teachers will be able to analyze their own assessment techniques and check for differentiation.
L1 – 1st language; L2 – 2nd language
TBI – Task Based Instruction
CBI – Content Based Instrution
IEP (college) – Intensive English Program
ELLs – English Language Learners (Students in K-12 programs who come from homes where English is not spoken)
IEP (for ELLs) – Individual Education Plan
ESP – English for Specific Purposes
ABE – Adult Basic Education
(C) IS – (Chinese) Immersion School
Example 1) In a Business English class, the assessments may range from point-driven tests to the ability to write a business email, but may not necessarily include ability to write a 5-paragraph essay.
Example 2) An IEP may assess students through task-based projects that require the use of multiple skills (speaking, reading, writing, listening, vocabulary, grammar).
Ex: The farm has many hogs/dogs.
Ex: Katie ran into her friend on the way to the store.
a) Katie was injured. b) Katie is running with her friend.
c) Katie saw her friend while walking to the store.
Ex: How many days will you be on vacation?
a) Yes, I will be.b) About 6 days. c) I went on vacation yesterday.
Cloze/Gap-fill (sentence, phrase, summary) ; Dictation ; Statement Evaluation
Authentic Listening tasks such as evaluating meaning of lyrics heard or filling in a timetable based on a conversation.
Communicative can also be more holistic such as responding during a conversation.
Even within a micro-level assessment, it is necessary to test for
depth of comprehension.
Example Topic: To Volunteer
The student is given a vocabulary test with the following questions:
1) Write two sentences using the words listed below:
2) Write three phrases that can fit into the blank:
I can volunteer by… A.
3) Write the correct word related to 'volunteer' to finish these phrases:
A. Mariah will go to the animal shelter after school .
B. She will encourage the concept of by inviting others to help her.
C. She enjoys at the shelter because she doesn't have a pet at home.
*What can you do as a follow-up activity (moving into macro)?
A macro-level assessment of vocabulary will likely include a task-based project.
It can range anywhere from requiring the student to talk about a real volunteer experience to interviewing different community volunteers.
Task-based projects will also incorporate multiple skills, such as creating a Newsletter about different volunteer sites/opportunities.
Ex. 1) Compare/Contrast two volunteer sites.
How do we assign a grade? Points system, Rubric, Holistic Grading
Ex. 2) Give a presentation about the different aspects of volunteerism that were discussed during the 'Volunteerism' unit.
Cumulative assessments should also include examples, clear instructions, templates if needed, and even guiding classroom materials. (See Capstone Project)
In 1956, Benjamin Bloom proposed a taxonomy of student learning objectives. The taxonomy is a range of skills attained by students. The assessment techniques used to measure student success along this range of objectives can be formative or summative in nature.
Formative= Decision Making/Creative Application
Summative= Information Retention
Micro v. Macro
Micro v. Macro
Micro v. Macro
Time (in and out of the classroom)
Can be difficult to rate
Requires teacher's elbow grease to create assessments, stages, and rubrics
Buck, G. (2001). "Approaches to assessing listening" in Assessing Listening
(pp. 61-93). Cambridge, UK: Cambridge University Press.
Read, J (2000). "The design of discrete vocabulary tests" in Assessing Vocabulary
(pp. 150-187). Cambridge, UK: Cambridge University Press.
Shohamy, E., & Inbar, O. (2006). "Assessment of advanced language proficiency:
Why performanced-based tasks?" (CPDD 0605). University Park, PA:
The Pennsylvania State University Center for Advanced Language Proficiency
Education and Research.
Also, check out: The Center for Advanced Research on Language Acquisition, University of Minnesota. http://www.carla.umn.edu/index.html
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