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Education has been based on a transmission model of instruction Students needed to learn a common set of basic skills.
All individuals are thought to learn by constructing information about the world and by using active and dynamic mental processes. (Jones et al. 1987;
Oral interviews
Students should be appropriate to become to this stage. How is it?
Teacher realizes Advantage..
Advantages..
Writing samples
It can be used in many ways ( informal or academic )
Teachers` role
Advantages
Projects / exhibitions
A project may be conducted individually or in small groups and is often presented through o an oral or written report.
Advantages..
Experiments / demonstrations
Students might conduct an experiment in science using actual materials.
Let`s make presentation) Advantages an experiment (oral
Teacher observation
Teacher often observes students` attention to tasks, responses to different types of assignments, or interactions with other students while working cooperatively toward a goal. Advantages
Portfolios
It is a purposeful collection of student work that is intended to show progress over time.
Advantages..
Some of them will already have tried some form of authentic assessment or may have attended workshops on it.
Others who have only heard about performance assessments and want to know more.
It will assist in engaging teachers in a dialogue about authentic assessment and in setting personals goals for staff development. Questions: 1-2 level of interest 3-6 practices related to authentic assessment 7-8 about authentic assessments 9-11 collaboration with other teachers 12-13 students involvement 14-16 uses of authentic assessments
Results can be used to: Staff development needs, and plan for future professional development. Monitor annual progress. (awareness, interest, and implementetion)
Parents
School administrator Other teachers
1) Build a team: why, purposes, and role in instruction and in the school. 2) Determine the purposes: identification, placement, and reclasification as monitoring students performance. 3) Specify objectives: they should be obtained from Districts curriculum State curriculum frameworks Standards developed by professional associations
4) Conduct professional development: share information with the team and with other teachers about the rationale for authentic assessments, their design and their use in planning instruction. 5) Collect examples: Books and articles Conferences and workshops Center for Research on Evaluation, Standards, and Student Testing (CRESST) University of California at Los Angeles Test Center at the Northwest Regional Educational Laboratory in Portland, Oregon
6) Adapt existing assessments or develop new ones: designing procedures, reaching agreement on scoring rubrics, trying out the assessments, setting standards, and reviewing the success of assessments are dauting tasks. 7) Try out the assessment: Try them out with students, team members. Use the score you agreed with other teachers. Appropriate standards of performance for grade-level 8) Review the assessments: Providing a diagram or chart that will clarify the question Simplifying the wording Changing the directions Changing the scoring rubric
Reliability
It is the consistency of the assessment in producing the same score on different testing occasions.
Without reliability some teachers may be give students the impression of rating hard while others are rating easy Scored can be based on scoring rubric, that assigns a numerical value performance depending on the criteria.
Holistic Rubric
Focuses on a central idea Uses appripriate use of verbs tenses, syntactic structures, complex sentences and smooth transitions. Uses precise vocabulary Uses accurate capitalization, punctuation and spelling.
Analytic Rubric
Idea development
RATER TRAINING
There are Five development activities that can help teachers reach agreement in scoring any authentic assessment.
1. 2. 3. 4. 5.
ORIENTATION TO THE ASSESSMENT TASK CLARIFICATION OF THE SCORING RUBRIC PRACTICE SCORING RECORD THE SCORING CHECK RELIABILITY
Bibliografy
J. Michael & Lorraine Valdez Pierce. 1996. Authentic Assessment for English Language Learning. Practice Approaches for Teachers. USA. Longman.