Presentation on theme: "Bank of Performance Assessment Tasks in English"— Presentation transcript:
1 Bank of Performance Assessment Tasks in English Betty Simelmits
2 Kinds of Assessment Summative or Formative Formal or informal Final or ContinuousProduct or ProcessConvergent or DivergentTraditional or Alternative
3 “Not everything that can be counted counts, and not everything that counts can be counted.” Albert Einstein
4 Traditional formal assessment looks at what students know at the end of a given period of time. Informal assessment looks at how students know as well as what they know. We as teachers, must be very clear about our purpose when we choose an assessment tool
5 The focus must be on the quality of feedback and feed-forward rather than the quantity of information gathered by the teacher.
6 Assessment for Learning Almost everything a student does is assessed.Not all students learn at the same rate or in the same way.In order to provide evidence of understanding, students must be able to apply acquired knowledge and skills learned throughout the unit to new situations.Assessment provides evidence of student growth toward the learning goals.
8 The garden analogyIf we think of our pupils as plants …Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
9 VIPs—Very Important Points Learning a foreign language is a complex process.Knowing a language means having the skills to communicate effectively in that languageStudents need multiple opportunities in different formats to provide evidence of learningAssessment and grading are not the same thingTraditionally, teaching has focused primarily on vocabulary and rules of grammar.It is not enough to know the rules – one must also know to apply them
10 “ Communication is knowing how, when and where to say/write what to whom”
11 Why Performance Assessment? It is a type of test that provides pupils with a context in which they are required to communicateThere are no right or wrong answersEach pupil is given the opportunity to communicate to the best of his/her abilityEach pupil gets his individual feedbackProvides information on the quality of pupils’ performance, and assesses the pupils’ achievement of benchmarks and standards
12 Characteristics of Performance Task Enables multiple responsesIntegrative (combines different skills)Enables problem-solvingRequires time to completeRequires examination, investigation, inquiryRequires pupils to practice, refine and revise in order to demonstrate their learning
13 Characteristics of Performance Task (cont.) Builds on background knowledgeEnables collaborative learning (pair/group)Enables self-assessment and reflectionHas personal significance for pupilsChallenging and attractiveIs designed as a standard assessment tool :Feedback on individual and collective baseProcess and product
14 How the Bank Is Structured The bank contains 30 tasks (each targets a specific benchmark/s)Each task consists of a booklet for the pupils and a section in the teacher’s manualEach section is made up of three parts:A description of the task, suggestions and implementationA scoring rubricExamples of pupils’ work scored according to the rubrics
15 How the Bank Is Structured (cont.) Each pupils’ booklet contains:The task itself with instructionsA checklist for pupil self-assessmentAn assessment page (to fill out and return to pupils)The tasks:Are grouped according to the four domains of the curriculumDescribe imaginary scenariosThere are 3 levels of difficultySocial InteractionAccess to InformationPresentationAppreciation of Language,Literature and Culture
16 How to Work With the Bank When choosing a task, take into consideration the benchmark you want to assess, the relevance of the material to the class and whether the class has learned the prerequisite skillsPrepare the pupils if necessary
17 How to Work With the Bank (cont.) Once you have chosen a task, prepare the following:A photocopy of the task booklet for each pupilAny additional material mentionA whole class mapping formBe familiar with the contents of the task and rubrics
18 Scoring Scores range from 1 to 5 for each section of each task. A score of 1 = minimal language skillsA score of 5 = good performanceThe total score should reflect overall communicative successIt is very important to teach pupils how to use the checklist before they are given the task!!
20 The Thank-You Note (Task 3 / Level 1) Domain: Written social interactionBenchmark: Give and receive short messages in writing, such as notes and invitations.Description:In this task, pupils write a thank-you note for a gift sent by a cousin who lives in Canada. Before writing the note, pupils complete a guided exercise to help them plan their work.
21 The Thank-You Note (Task 3 / Level 1) Rational for choice of topic:Most people enjoy receiving giftsValue: acknowledge gifts by writing tank-you noteSuggestions for implementation:Have a class discussion about giftsWhen gifts are given, What gifts pupils have received / would like to give or receive, Who gives gifts to who and whyDiscuses appropriate behavior when receiving a gift
22 The Thank-You Note (Task 3 / Level 1) Prerequisites:Familiarity with the basic form of notes and lettersAbility to write short sentencesAfter scoring:Prepare a class mappingPrepare workplan – based on the findings