Assessment and Performance-based Instruction Dr. Yu-Lan Lin Boston Public Schools ylin@boston.k12.ma.us

Assessment Literacy Ability to understand the principles and practices of testing and assessment Ability to identify appropriate assessments Ability to analyze data Ability to apply data in teaching Ability to improve overall instruction

Good Assessments Inform Students Useable feedback on learning Language proficiency Developmental growth Achievement

Good Assessments Inform Teachers Program evaluation Articulation Improvement Measure student learning Effects of best practices Standards-based teaching

Non-Traditional Assessments Alternative Assessment Authentic Assessment Summative Assessment Formative Assessment Performance Assessment

Why Performance-based Assessments Demonstrate what students CAN do with language Reflect students’ language learning process Motivate students to work hard Capture students’ energy and interest Reflect real-life situations Integrate all skills

Types of Performance Assessment Performances: original plays, stories, show-and-tells, etc. Portfolios: letters, journals, notebooks, reports, etc. Projects: travel plans, brochures, research, etc

Performance Task Elements A title Task objectives Student role: Audience: Setting: Description of Activity: Scoring rubrics Background description:

Performance Guidelines Comprehension Comprehensibility Accuracy Vocabulary use Cultural knowledge Discourse

Holistic Scoring Rubrics 3. Exceeds expectations Message effectively communicated Rich voc Highly accurate Content supports interest level Self-correction

Holistic Scoring 2 Meets Expectations Message generally comprehensible Voc appropriate Some patterns of errors Content adequate Occasional self-correction

Holistic Scoring 1 Does Not Meet Expectations Message communicated with difficulty Voc inappropriate Patterns of error Content repetitious Self-correction rare

Holistic Scoring 0. Unratable sample No consistent use of target language Only isolated words Off task

Analytical Rubrics for Speaking Comprehensibility Ideas and Content Pronunciation and Word Choice Syntax and Accuracy Presentation and Fluency

Analytical Rubrics for Writing Comprehensibility Ideas and Content Word Choice and Discourse Syntax and Accuracy Presentation and Mechanics

Comprehensibility 4. effectively conveys message and requires NO interpretation 3. clearly conveys message and requires MINIMAL interpretation 2. requires interpretation 1. barely comprehensible

Ideas and Content 4. clear, accurate, focused with details 3. details support the main ideas 2. has basic development but not enough details 1. lacks central topic

Word Choice and Discourse 4. creative use of words and cohesive devices 3. adequate use of words, some cohesive devices 2. repetitive words, no cohesive devices 1. erroneous/poor choice of words, incomplete sentences

Syntax and Accuracy 4. excellent command of language use 3. good control of language structure 2. developing use of language structure 1. merging use of language most of the time

Presentation and Mechanics 4. effective use of style with fewer or no errors in spelling 3. effective use of language in completing thoughts 2. frequent errors in writing mechanics 1. much inaccuracy in writing mechanics in presenting thoughts.

Presentation and Fluency 4. effective use of style without pausing or stumbling 3. effective use of language in completing thoughts 2. frequent pauses with incomplete thoughts 1. long pauses with incomplete thoughts