Classroom Assessment Alana Pieper Karla Garcia Jaime Motz. Topic Sentence: As prospective teachers, we would like to learn how to create a balance between assessing ESL students formally and informally. Problem:
As prospective teachers, we would like to learn how to create a balance between assessing ESL students formally and informally.
To find a balance between formal and informal assessment that will encourage students to work as a group, but also allow for individual growth in the American culture.
*Observing and monitoring processes is most important at this stage
* writing skills are in the beginning stages,
so most language is oral
* processes may be assessed informally in
class – see how/when they function in L2
Solutions for High school level:
*Assessment that will provide an accurate reflection of a student’s knowledge. As well, their progression needs to have clear guidelines and grading options for ESL students.
Six trait writing: ideas, organization, voice, word choice, sentence fluency, conventions
Draft, published work
Log of books read
Running records during oral reading
The ultimate solution is being able to assess each student on a case by case by case basis. But because this will not always be possible for the teacher, it is absolutely vital that teachers create a wide variety of formal and informal assessments. As future teachers, we need to learn how to create assessment that will provide an accurate reflection of a student’s knowledge, as well as their progression. Using appropriate assessment methods for each grade level will help students succeed in the American school system and culture, as well as in both group and individual settings.
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Valdez-Pierce, Lorraine.Assessing English Language Learners. National Education Association.,2003
Scenarios for Standards-Based Assessment. Alexandria,VA: TESOL,2001.
“Why use portfolio assessment?” bb.unco.edu
Jameson, Judith H. Enriching Content Classes for Secondary TESOL Students. NW, Washington.C. 1998
Jancola, Linda http://kent.k12.wa.us/staff/ljancola/6Trait/what.htm