1. Class Assessment Best Practices for Monitoring and Evaluating Your Classroom pp.75-90

2. Objectives To discuss basic concepts of classroom assessment. To discuss specific strategies for classroom assessment. To practice critically evaluating classroom assessment strategies.

3. Schedule Day 1: Introductions Make groups to work in What you think assessment is Lecture on classroom assessment Day 2: Classroom assessment activity Classroom assessment activity feedback Questions/ Closing

4. Who am I? Certified Teacher – U.S.A 9.5yrs teaching experience  5yrs U.S.  4.5yrs South Korea MRes- Educational and Social Research EPIK/ TaLK Teacher Trainer Assistant Professor of English at Gimcheon University Daniel Moonasar

5. Who are you? Graduates (4yrs with degree)? Undergraduates (2yrs and or no degree)? Education majors? Teaching experience? 6 month contract? 1 year contract? Lived or visited South Korea before?

7. Group Discussion Activity Directions: 1.Make a group of 3 people. (about 10 groups) 2.Discuss and answer the questions. 3.Pick your best answer and 1 person to speak for your group. 4.When finished, we will share answers. 10-min

8. Q1. Why is class assessment important? --G1&10 Q2. What is purpose of class assessment? –G2&9 Q3. How is assessment important for the teacher? For the learners? –G3&8 Q4. What do you take into account when you design assessment? –G4&7 Q5. What types of assessment do you remember from your education? G5 Q6. What things are the most difficult when planning assessment and why? G6 Group Discussion Activity

9. Lecture Contents 1. The Need For and Purpose of Assessment 2. Types of Assessment 3. The Classroom Assessment Process 4. Classroom Assessment Strategies

10. pp. 75 Assess what students know Exams, quizzes, homework etc. Assessment of teacher/ methods Observations, peer feedback Assessment of classroom practices. How to teach, differentiating teaching Assessment of the learning process How to learn and think (critical thinking)

11. The need for students and teachers to monitor and evaluate learning Assessment is an ongoing process of planning, practice, and reflection Planning Practice Reflection pp. 75

12. The purpose of classroom assessment: improve how students learnimprove what students learnimprove what methods teachers use pp. 75

13. The purpose of classroom assessment: improve how students learnimprove what students learnimprove what methods teachers use Allowing Ss & Ts to respond to information obtained from monitoring and evaluating student learning. Assessment fulfills this purpose by: pp. 75

14. Table 1.1 p. 76 What classroom assessment can show us:

15. 2. Types of Assessment Formative: observations, questioning Summative: exams, report cards of (summative assessment) for (formative assessment) as (self assessment) Assessment Learning Table 1.2 p. 76

16. 2. Types of Assessment- Examples Exams, unit/national tests, quizzes, final projects, report cards Assessment of learning Observations, questioning, informal/formal conversations, learning logs, checklists Assessment for learning Discussions, critiquing, peer feedback, journals, portfolios, projects, student created assessment Assessment as learning p. 78

17. 2. Types of Assessment Assessment for Learning (formative assessment) WhoInvolves the student WhenWhen descriptive feedback is needed ReportingNot reported, not an achievement grade DesignTo assist educators and students to improve learning What it Checks Checks learning to determine what to do next and how to do it How it Works Specific and descriptive feedback, formal or informal reports OutcomesIndividual performance vs. personal best Table 1.3 pp. 78

18. 2. Types of Assessment Assessment of Learning (summative Assessment) Who Does not always involve the student When For periodic report Reporting As part of an achievement grade Design For those directly and indirectly involved in daily learning and teaching (school administration, parents, teachers, and students) What it Checks Checks what has been learned to date How it Works Usually compiles data into a single number, score, or mark as part of a formal report Outcomes Compares student's learning with other students' learning or the standard for a grade Table 1.3 pp. 78

19. 2. Types of Assessment Assessment as Learning (self assessment) Who Involves the student When Throughout the learning process Reporting Usually immediate feedback or reflective feedback Design Designed for learning how to think or assess What it Checks Students perceptions about themselves and critical thinking skills How it Works Students assess themselves and or others in order to become self aware of the learning process Outcomes Create self-aware learners so that they can understand the purposes of their learning and grasp what they need to do to achieve. Table 1.3 pp. 78

20. 3. The Classroom Assessment Process Table 1.4 p. 79

21. 3. The Classroom Assessment Process Table 1.5 p. 80

22. 4. Classroom Assessment Strategies Tips for classroom assessment strategies: 1.Use them as a framework 2.Modify them to your classroom situation 3.If possible assessment should be in English 4.Read up and look for resources pp. 80

23. 4. Assessment as Learning Strategies Table 1.5 pp. 81-82

24. 4. Assessment as Learning Strategies Table 1.5 pp. 82-83

25. 4. Assessment for Learning Strategies Table 1.6 pp. 83

26. 4. Assessment for Learning Strategies Table 1.6 pp. 84 Teacher poses a question, observation, or challenge. Students think and write out answers individually. Students pair up & combine their best answers. Students share their new improved answer w/the class.

27. 4. Assessment of Learning Strategies - Rubrics Table 1.8 p. 87

28. 4. Assessment of Learning Strategies - Rubrics Table 1.8 p. 87

29. Class Assessment Best Practices for Monitoring and Evaluating Your Classroom pp.75-90

30. Schedule Day 2: A little review Classroom assessment activity Classroom assessment activity feedback Questions/ Closing

31. The purpose of classroom assessment: improve how students learnimprove what students learnimprove what methods teachers use

32. 2. Types of Assessment- Examples Exams, unit/national tests, quizzes, final projects, report cards Assessment of learning Observations, questioning, informal/formal conversations, learning logs, checklists Assessment for learning Discussions, critiquing, peer feedback, journals, portfolios, projects, student created assessment Assessment as learning

33. Classroom Assessment Activity Objective: Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 1 Instructions: 1. Discuss and plan an assessment strategy based on the scenario given to you. 2. You need to answer all of the assessment process questions. 3. Keep your answers specific, succinct, and focused as possible with the time that you have.

34. Classroom Assessment Activity Objective: Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 2 Instructions: 1.Discuss the other group’s assessment plan that was given to you. 2.Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback. 4.Write notes/ suggestions directly on the other group’s paper. 5.When finished do not give back the paper.

35. Classroom Assessment Activity Objective: Create a classroom assessment strategy based on the lecture, orientation book, and your ideas. Part 3 Instructions: 1. Each group will take a turn giving feedback to the other group. 2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback. 3. When you explain, give specific reasons why you chose the strategy/strategies, or why you agreed or disagreed with them.

36. Feedback and Questions moonasard@gmail.com Blog in the lecture book

37. Sources Bibliography and Links Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1–2), 5–24. Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000. Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom." System 20.4 (1992): 439-456. Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042. 1995. Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and commenting." Language Testing 25.4 (2008): 553-581.

38. Sources Assessment Basics and Concepts http://www.celt.iastate.edu/teaching/cat.html http://www.cmu.edu/teaching/assessment/assesslearning/index.html http://www.cmu.edu/teaching/assessment/index.html Assessment Strategies https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity4_4A. pdf http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html http://www.scsk12.org/scs/subject-areas/esl/pdfs/hurleys-esl-modifications.pdf Rubrics http://www.schrockguide.net/assessment-and-rubrics.html http://edtechteacher.org/index.php/teaching-technology/assessment-rubrics http://www.nwic.edu/assessment/AssessmentResources/rubrics/InstructionRubric. pdf