1. Performance Assessment
A Formative Approach

2. Quantitative Assessment
Assessment that is based on tangible objects such as:
Providing students with tests
Collecting homework
Collecting Assignments
Collecting recordings

3. Formative Assessment
Assessment that is based on less tangible objects such as:
Observation
Anecdotal Evidence
Student Behavior
Student Interactions

4. Quantitative vs Formative
Is there a better practice?
Both assessment practices are valid and necessary for assessing student performance.
Alone neither method is effective for understanding student development and progress.
Together they are useful and accurate reflections of the progress of the whole student

5. Formative Approach
In my classroom I use the formative approach exclusively
Students receive quantitative assessment from my Korean partner teachers.
This quantitative assessment is more accurate then I could achieve.
I focus on what I can accurately assess during my time with students.

6. Performance Categories
Students are assessed in five areas
Participation
Contribution
Questioning
Responding
Portfolios

7. Performance Assessment Coding
Numeric indicators of student performance
Baseline = 4
Positive Performance = 5
Negative Performance = 2-3
Fail = 1
Codes for observation
All codes are positive unless otherwise indicated*
O = Response
Q = Question
C = Contribution
PT = Portfolio
P or centered o = Participation
* - equals negative

8. Seating Chart Q
To accurately record student performance a seating chart is used to put a name to the student and performance C Q C

9. Participation
To grade for participation students are observed in class
Indicators for positive participation
Concentration on a task
Focus on work
Eye contact with teachers or students
Writing or reading out loud
Listening and responding within the team

10. Contribution To grade for contribution students are observed in class
Indicators for positive contribution are
Translating instructions for team
Asking questions to help the team
Explaining singular vocabulary to the team
Maintaining English speaking within the group
Listening and responding within the team
Spelling words for students

11. Questioning To grade for questioning students are observed in class
Indicators for positive questioning are
Asking the teacher direct questions for the group
Asking the teacher questions for the class
Asking other students questions to enhance understanding
Asking questions to other groups who may have knowledge that will enhance understanding

12. Response To grade for response students are observed in class
Indicators for positive response are
Answering direct questions from the teacher
Providing words or response during lesson presentation
Answering questions from other students
Speaking without prompts or volunteering information and explanations

13. Portfolio To grade for portfolio students are observed in class
Indicators for positive portfolio are
Notebooks present in class
Consistent notebooks
Writing or taking notes
Maintaining a record of all class work

14. Grade Book
Once the class has finished the codes must be entered into a grade book to accurately assess and calculate understandable grades.

15. Positive Impacts from the system
Students are provided with a fairly accurate assessment of real performance in a structured English task environment
Students receive feedback that will help them improve their ability to learn and retain English
Students have a chance to see progress that can lead to life long learning

16. Pros and Cons
With student classes every effort is made to observe and reflect each student. All classes combined should reflect an accurate assessment
In general the teacher is responsible for accurately assessing, encoding, and calculating student performance
Grades from the system display willingness of students to participate and enhance their own learning or understanding.
It is not possible to observe every single student action in every class, regardless of teacher diligence.
The system is teacher driven and as such is more accurate or less accurate based on the physical/mental state of the recorder.
The grades do not indicate actual levels of English comprehension or learning. A high score does not mean the student is an advanced learner.

17. Questions More information http://www.saradavila.com
Includes this presentation for your convenience
Co Sara Davila
Kyungbook National University Middle School