Report on the Work Set 3
(Web Quest Tutorial "Quest of the Course")
Directed by Students of the Master Program
in C&I and MEF: Promotion1
Ms. Kwanrut Leelasettakul 5614653287
Ms. Jutatip Luechai 5615653309
Ms. Jutatip Luechai 5615653309
Ms. Phattareeya Sukprasert 5614653333
Ms. Sasiya Sutasuwan 5614653368
Ms. Akaraya Puengcharoen 5614653392
Ms. Akaraya Puengcharoen 5614653392
Presented to
Dr. Nopphawan CHIMROYLARP
This report is part of the course project 01162531
"ICT in Education and Curriculum Development"
Topic 1: Alternative Assessment
Alternative Assessment
First of all, we describe the meaning of authentic assessment as assessment tasks, as reading and writing in the real world and in school. It aims to test students’ performance in 'real-world' contexts. Students will learn to apply essential knowledge and skills for authentic purposes seeing that it concentrates on students' analytically skills, creativity, ability to work collaboratively and written and oral expression skills. It emphasizes importance of learning process as much as the finished product.
First of all, we describe the meaning of authentic assessment as assessment tasks, as reading and writing in the real world and in school. It aims to test students’ performance in 'real-world' contexts. Students will learn to apply essential knowledge and skills for authentic purposes seeing that it concentrates on students' analytically skills, creativity, ability to work collaboratively and written and oral expression skills. It emphasizes importance of learning process as much as the finished product.
How to use authentic assessment in the classroom?
Authentic assessment utilizes performance samples.
There are 5 keys types of performance samples:
1. Performance Assessment
Performance assessments are for testing students' ability to use skills in a diversity of authentic contexts. Students must work with a team and apply skills and concepts to solve complex problems for example presentation in the class, doing science experiments, analyzing or debating.
2. Short Investigations
Teachers use this method to test students’ understanding from many ways: they ask students to resume, interpret, calculate, explain, or predict. They may make different questions or use concept mapping for evaluation their students.
3. Open-Response questionsIn Open-Response Questions, students are able to share their view and thinking responses include:
-a brief written or oral answer
-a mathematical solution
-a drawing
-a diagram, chart, or graph
4. Portfolios
Portfolios not only help students to be more accountable for the work that they do in class but also allow teachers to look at students individually, with his or her own unique set of characteristics, needs, and strengths. Students are available to design it themselves. A student portfolio can include:
-journal entries and reflective writing
- peer reviews
-artwork, diagrams, charts, and graphs
-group reports
-student notes and outlines
-rough drafts and polished writing
5. Self-Assessment
Evaluative questions are the basic tools of self-assessment. Students give written or oral responses to questions like:
-What was the most difficult part of this project for you?
-What do you think you should do next?
-If you could do this task again, what would you do differently?
-What did you learn from this project?
As a result of authentic assessment highlight process and performance, it supports students to practice critical-thinking skills and to get interested about the new things they are learning.
For Authentic Assessment Toolbox
There are 4 steps process for creating an authentic assessment: standards, tasks, rubrics and portfolio.
1. Standards
We will describe as a diagram, top of the above diagram is the mission statement of schools (for writing what students are intended to know and be able to do when they graduate). An example of a mission statement might be:
"All students at Mueller School will become effective communicators, collaborators and problem-solvers."
Then, the goals which are more particular refer to expectations for students. The goals also communicate the school or district's focus for its educational plan.
Standards are content-based, tend to be specific to one or a few grade levels and one content area, and may be written at the level of a unit in curricular planning. Finally, objectives are written at the level of the lesson plan, with one or more objectives for each lesson.
This is a diagram created by Jon Mueller
2. Authentic Tasks
What are different between traditional assessments and authentic assessments?
On traditional assessments, there are several choices (i.e., a, b, c or d; true or false; which of these match with those), students must select the right answer. On the other hand, for authentic assessments, students must demonstrate understanding by performing a more complex task and more meaningful application.
A part from traditional assessments as an indirect because these tests offer these contrived means but authentic assessments is direct evidence and real-life; tests asked to recall or recognize facts and ideas and propositions in life.
Types of Authentic Tasks
Types of Authentic Tasks
Selected-response: Multiple-choice tests, True-false, Matching, Fill-in-the-blank, Label a diagram
Constructed Response:
(Product-like):
Short-answer essay questions, Explain your solution;
(Performance-like): Reading fluently, Conferences, Utilizing library services.
3. Rubrics
Rubrics focused feedback on works in progress. Moreover, rubrics have the potential to help students develop understanding and skill.
Component of rubrics follow:
Rubrics contain the essential criteria (characteristics of good performance on a particular task) for the task and suitable levels of performance for each criterion. The common subject is written on above rubric. Each rubric has at least two criteria and at least two levels of performance for better feedback and more consistently and objectively remark for example, between good and bad performance, mediocre and poor performance, when testing student work.
Lastly, the rubric consist of mechanism for assigning a score to each project.
4. Portfolios
Student can collect
their work particularly chosen to present especially story
about themselves, this is called portfolios, a great opportunity to develop
self-assessment skills.
Components of portfolio
assignment:
-Purpose: What is the
purpose(s) of the portfolio?
-Audience: For what
audience(s) will the portfolio be created?
-Content: What samples
of student work will be included?
-Process: What processes
will be engaged in during the development of the portfolio? (Selection of
contents, reflection on samples of work, conferencing on student work and
processes)
-Management: How will
time and materials be managed in the development of the portfolio?
-Communication: How and
when will the portfolio are shared with pertinent audiences?
-Evaluation: If the
portfolio is to be used for evaluation, how and when should it be evaluated?
What Are Promising Ways
to Assess Student Learning?
There are three
promising alternatives for assessing college students’ knowledge and Skills.
Firstly, electronic
portfolio assessment or portfolio provides in-depth understanding and long-term
view of student tasks. E-Portfolios can serve a range of pedagogical
and assessment purposes, it encourages
students to development and employment. The concept of
e-portfolios represent a convergence of expanding technological efficacy with emerging ideas and findings
about how students develop and learn and also
what pedagogic effectively support students growth.
Secondly, a system of
rubrics has been coordinate with faculty learning and team assessments for using to evaluate student writing, depth of learning and also using at multiple
institutions. The rubrics was adapted for the peer review process, the
developers added components for critical thinking. The system has
been used online for peer review, grading, teacher feedback, and program
assessment. Teachers benefit the
rubric on paper or online to guide feedback and evaluation of their assignments
and to engage students in the peer review process. Concerning
students, it is facilities to peer proceed reviews and to view examples of each characteristic for planning or modifying
their writing.
Thirdly, online assessment
communities, this idea build on the development of successful local
assessments. In addition, the assessment community expands the value of efforts
as the foundation for continuing professional practice and it supplies for the
gradual merging of local assessment communities with the similar departments or
institutions of a national assessment process.
Topic 2: Performance-Based
Assessment
Creating Better Student
Assessments
In the 1980's, there is
the concern about the performance of public schools grown by the
proliferation of statewide minimum competency testing programs. So,
policymakers, federal and state policymakers learned about test-driven reform
can have powerful effects on teaching in classrooms. However, students' achievement may be improved when standards of learning are high and assessments
are geared.
In
the 1990's, many states began to identify higher standards for student learning,
set content and perform standards that cannot be measured by low-level tests.
This new systems of assessment are promulgated by the bipartisan National
Governors' Association, and the National Education Goals Panel. The important
goal of the new systems of assessment is students must know and be able to do
for moving from present testing programs to new and better systems of
assessment.
There
are many forms for reforming assessment systems to better measure, to be in the
ideas and skills outlined by states, content and performance standards. So,
schools districts and states need to improve learning and instruction to
succeed.
Content Standards
Content
standards specify the general domain of knowledge that students should
learn: all of traditional subjects have content standards.
Importantly, content standards must be appropriate for each grade and academic
content area or academic disciplines.
Content
standards developed by states or national organizations may present one or more
problems: if they try to emphasize all content knowledge, they may work too
hard; if they try to encircle about the broadest possible range of perspectives
in content standards, they are too general for instruction and assessment.
However,
the standards and pilot process were used by most states in two to four years
ago. Writing committees, community meetings, and school study groups are
central to setting standards in many states and setting standards will promote
a dialogue among educators and the public that should be taught and how to teach
it.
Performance Standards
The
educators give a meaning of Performance Standards as the identification of a
desired level of performance on a test. The others are to use the term of basic,
proficient or advanced to refer to show reporting test scores. Basic means not
good, proficient means appropriate and advanced means excellent.
So,
performance standards are “what student must know and able to do
to show being
proficient in the skill and knowledge under content standards”
The
performance standards are large for exploring.
We will know when they are used
to evaluate school effectiveness.
Issues Involved in Developing Assessments:
1. The technical quality
of assessment involves in reviewing development plans for new assessments or
applying review criteria by CRESST on the basis of:
1.1 Cognitive complexity
- the assessment task have to be complexity, intellectual activity such as
problem solving, critical thinking, and reasoning.
1.2 Content quality -
student can demonstrate their knowledge of the challenging and important
subject matter.
1.3 Meaningfulness -
student can manage time and understand their value.
1.4 Language
appropriateness - the language is clear and appropriate to the assessment tasks
and to students.
1.5 Transfer
and generalization - successful performance on the assessment task
allows valid generalizations about achievement to be made; indicates
ability to successfully perform other tasks.
1.6 Fairness - student
performance is measured in a way that does not give advantage to factors
irrelevant to school learning; scoring schemes are similarly equitable.
1.7 Reliability -
answers to assessment questions can be consistently trusted to represent what
students know.
1.8 Consequences - the
assessment has the desired effects on children, teachers, and the educational
system.
2. The assessments' credibility with parents, education constituencies, and the public
Credibility: new assessments must be introduced in a way that builds public report. Parents and community members must understand the assessments succeeded. If without public review, they will not understand about assessments.
3. Practical feasibility
Feasibility: all new assessment systems must be reasonable and some in other countries are not success because administrative requirements can’t use in regular classroom teacher with little training in assessment or teachers can’t achieve all of their instruction to the news goals.
The adaptation of assessment models to local or state needs without reinventing such as if there are too many various subjects, it can reduce the cost of training teachers but students will work in many topics, over time. They maybe get score of work dropped.
2. Extended task:
Performance assessment
Performance
assessment is the test that requires student to perform. Students should be
able to explain, solve, converse or research on an assigned topic. Or teachers
judge the quality of the student’s work based on an agreed-upon set of
criteria, this new form is widely used to directly assess writing ability under
test instructions.
The Way to Succeed Assessing Performance
1. Open-ended or
extended response exercises:
Question or other
prompts that require students to explore a topic orally or in writing.
2. Extended task:
Pay attention to a
single work area and spend times several hours or longer. Include: drafting,
reviewing revising a poem; conducting and explaining the results of science
experiment; or painting car.
3. Portfolios:
-Collect of a variety
of performance-based work.
-Collect a student’s
“best pieces” and the student’s evaluation of the good or bad points of several
pieces.
-Contain some “Work in
progress” that show the progress of students.
Why Try It?
Because
instructors require students to show what they know. A performance assessment is
an indicator of students’ knowledge and abilities. And it should make students think and show what they do and understand such as an oral
presentation, it’s better than answering multiple choices.
What does The Research
Say?
Active
learning: research says that learning show where information
should be in the central part of all curricular areas. Performance assessments
requires students to structure and apply information and help students to be a
part of this type of learning.
Curriculum-based
testing: performance assessments should be based on
the curriculum rather than the construction of curriculum created by someone
unfamiliar with the particular state, district or school curriculum.
It shows
that many teachers organize their teaching in variety of ways to meet the
requirements of tests.
Worthwhile
tasks: the tasks need to present interesting possibilities for
applying an array of curriculum-related knowledge and skills. Students will be
encouraged in learning activities to search out additional information or try
different approaches, and in some situations, to work in teams.
What is Task Based Learning?
What does It Cost?
Performance
assessment comes at a price because of a greater expense of time, planning and
think from students and teachers.
Task-Based Learning
Practical Assessment,
Research and Evaluation (PARE) is a journal that is listed in the Directory of
Open Access Journals which can be found at http://www.doaj.org/ It provides free, full
text, quality controlled scientific and scholarly journals.
Practical Assessment,
Research and Evaluation (PARE) are an online journal published by the edresearch.org and
the Department of Measurement, Statistics, and Evaluation at the University of
Maryland, College Park. Its purpose is to provide education professionals
access to refereed articles that can have a positive impact on assessment,
research, evaluation, and teaching practice, especially at the local education
agency (LEA) level.
Manuscripts published in
Practical Assessment, Research and Evaluation is scholarly syntheses of
research and ideas about issues and practices in education. They are designed
to help members of the community keep up-to-date with effective methods, trends
and research developments. While they are most often prepared for
practitioners, such as teachers, administrators, and assessment personnel who
work in schools and school systems, PARE articles can target other audiences,
including researchers, policy makers, parents, and students.
Task Based Learning
What is Task Based Learning?
Task Based Learning
(TBL) is when we can make language in the classroom meaningful and memorable so
that students can process language by learning and recycling naturally.
Task-based learning offers students an opportunity to focus on the classroom’s activity where the task and language is the instrument that the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning. Students are free to use any language they want. It can be playing a game, solving a problem or sharing information or experiences, anything that relevant and authentic tasks count. But in TBL an activity that students are given a list of words to use or a role play that doesn't contain a problem-solving element or something that not given a goal to reach for students cannot be considered as a genuine task.
The task-based lessons aim to create a need to learn and use language for students. The tasks will generate their own language and create an opportunity for language acquiring. If we can take the focus away from form and structures we can develop students’ ability to do things in English. Work on language is included in each task and feedback and language focus have their places in the lesson plans. However, teachers should have a responsibility to enrich their students’ language when they see it is necessary and also students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.
Task-based learning offers students an opportunity to focus on the classroom’s activity where the task and language is the instrument that the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning. Students are free to use any language they want. It can be playing a game, solving a problem or sharing information or experiences, anything that relevant and authentic tasks count. But in TBL an activity that students are given a list of words to use or a role play that doesn't contain a problem-solving element or something that not given a goal to reach for students cannot be considered as a genuine task.
The task-based lessons aim to create a need to learn and use language for students. The tasks will generate their own language and create an opportunity for language acquiring. If we can take the focus away from form and structures we can develop students’ ability to do things in English. Work on language is included in each task and feedback and language focus have their places in the lesson plans. However, teachers should have a responsibility to enrich their students’ language when they see it is necessary and also students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.
Aspects of Task-Based
Learning
Syllabus design is concerned with the selection, sequencing and justification of the content of the curriculum. Traditional approaches to syllabus developed were concerned with selecting lists of linguistic features such as grammar, pronunciation, and vocabulary as well as experiential content like topics and themes. These sequenced and integrated lists were then presented to the methodologist, whose task was to develop learning activities to facilitate the learning of the perspective content.
Task-based syllabuses represent a part of communicative language teaching. Instead of beginning the design process with lists of grammatical, functional-notional and etc. The targeted learners can carry out in the real-world outside the classroom, such as: completing a credit card application, booking a room in hotel.
Language pedagogy will need to concern with 3 essential elements: language data, information, and opportunities for practice.
Language data
In language teaching, a contrast is drawn between “authentic” and “non-authentic” data.
Authentic data are samples of spoken or written language that have not been specifically written for the purposes of language teaching.
Non-authentic data are dialogues and reading passages that have been specially written. So learners need both authentic and non-authentic data. Both can provide learners with different aspects of the language.
Information
Learners need experiential information about the target culture, linguistic information about target language systems, also process information about how to go about learning the language. They can get this information when teacher or a textbook provides an explicit explanation.
Opportunities for practice
A task is a communicative act that doesn't usually have a restrictive focus on a single grammatical structure. It also had a non-linguistic outcome. An exercise normally has a restrictive focus on a single language element and has a linguistic outcome. An activity has a restrictive focus on one or two language items, but also has a communicative outcome. From these phrases, we can see that activities have something in common with tasks and exercises.
You can see the different elements that are defined and exemplified.
Real-world or target task: a communicative act we achieve through language in the world outside the classroom.
Pedagogical tasks: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language.
They have a non-linguistic outcome; can be divided into rehearsal tasks or activation tasks.
Rehearsal task: a piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class.
Activation task: a piece of classroom work involving communicative interaction, but it means that learners will be rehearsing for some out-of-class communication. They are designed to activate the acquisition process.
Enabling skills: mastery of language systems grammar, pronunciation, vocabulary etc. which enable learners to take part in communicative tasks.
Language exercise: a piece of classroom work focusing learners on, and involving learners in manipulating some aspect of the linguistic system.
Communication activity: a piece of classroom works involving a focus on a particular linguistic feature and the genuine exchange of meaning.
The essential difference between a task and an exercise is that a task has a non-linguistic outcome. Target or real-world tasks are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition. Processes skills are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition processes.
Steps in Designing a Task-Based Program
We should have specified target and pedagogical tasks, the syllabus designer analyzes to identify the knowledge and skills that the learner will need to have with the purpose of carry out the tasks. The next step is to sequence and integrate the tasks with enabling exercises designed to develop the requisite knowledge and skills. One key distinction between an exercise and a task is that exercises have language related outcomes but tasks have non-language related outcomes, as well as language related ones.
Syllabus design is concerned with the selection, sequencing and justification of the content of the curriculum. Traditional approaches to syllabus developed were concerned with selecting lists of linguistic features such as grammar, pronunciation, and vocabulary as well as experiential content like topics and themes. These sequenced and integrated lists were then presented to the methodologist, whose task was to develop learning activities to facilitate the learning of the perspective content.
Task-based syllabuses represent a part of communicative language teaching. Instead of beginning the design process with lists of grammatical, functional-notional and etc. The targeted learners can carry out in the real-world outside the classroom, such as: completing a credit card application, booking a room in hotel.
Language pedagogy will need to concern with 3 essential elements: language data, information, and opportunities for practice.
Language data
In language teaching, a contrast is drawn between “authentic” and “non-authentic” data.
Authentic data are samples of spoken or written language that have not been specifically written for the purposes of language teaching.
Non-authentic data are dialogues and reading passages that have been specially written. So learners need both authentic and non-authentic data. Both can provide learners with different aspects of the language.
Information
Learners need experiential information about the target culture, linguistic information about target language systems, also process information about how to go about learning the language. They can get this information when teacher or a textbook provides an explicit explanation.
Opportunities for practice
A task is a communicative act that doesn't usually have a restrictive focus on a single grammatical structure. It also had a non-linguistic outcome. An exercise normally has a restrictive focus on a single language element and has a linguistic outcome. An activity has a restrictive focus on one or two language items, but also has a communicative outcome. From these phrases, we can see that activities have something in common with tasks and exercises.
You can see the different elements that are defined and exemplified.
Real-world or target task: a communicative act we achieve through language in the world outside the classroom.
Pedagogical tasks: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language.
They have a non-linguistic outcome; can be divided into rehearsal tasks or activation tasks.
Rehearsal task: a piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class.
Activation task: a piece of classroom work involving communicative interaction, but it means that learners will be rehearsing for some out-of-class communication. They are designed to activate the acquisition process.
Enabling skills: mastery of language systems grammar, pronunciation, vocabulary etc. which enable learners to take part in communicative tasks.
Language exercise: a piece of classroom work focusing learners on, and involving learners in manipulating some aspect of the linguistic system.
Communication activity: a piece of classroom works involving a focus on a particular linguistic feature and the genuine exchange of meaning.
The essential difference between a task and an exercise is that a task has a non-linguistic outcome. Target or real-world tasks are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition. Processes skills are the sorts of things that individuals typically do outside of the classroom. Pedagogical tasks are designed to activate acquisition processes.
Steps in Designing a Task-Based Program
We should have specified target and pedagogical tasks, the syllabus designer analyzes to identify the knowledge and skills that the learner will need to have with the purpose of carry out the tasks. The next step is to sequence and integrate the tasks with enabling exercises designed to develop the requisite knowledge and skills. One key distinction between an exercise and a task is that exercises have language related outcomes but tasks have non-language related outcomes, as well as language related ones.
These are the steps to
design language programs.
1. Select and sequence
real-world / target tasks.
2. Create pedagogical
tasks (rehearsal / activation).
3. Identify enabling
skills: create communicative activities and language
exercises.
4. Sequence and
integrate pedagogical tasks, communicative activities and
language exercises.
TBL: Task-Based
Learning
After learning the
presentation of TBL (Task - Based Learning),
we can see how it works for language learning.
What is TBL?
Task is an activity where the target language is used by the learner for a communicative purpose in order to achieve, said Jane Willis. Why we ought to use Task - Based Learning? Because it's very practical for whoever would like to learn and improve their language skill. You can get much content by watching the comprehensible input of real spoken and written language, by using the language to create an exercise, by listening and reading the language, etc.
There are 6 types of tasks which we can arrange by purpose of outcome:
1. Listing: brainstorming and fact-finding to make list and mind map.
2. Ordering and Sorting: Sequencing, Ranking, Categorizing and Classifying to make group of information ordered and sorted.
3. Comparing: Matching, Finding similarities or differences.
4. Problem solving: Analyzing real situation or hypothetical situation, Reasoning and Decision making to find out the solution and resolve the problem.
5. Sharing personal experiences: Narrating, Describing, Exploring, Explaining attitudes, opinions, reactions.
6. Creative Tasks: Brainstorming, Fact-finding, Ordering and Sorting, Comparing, Problem solving and many others. To completely finish the learning product that can address to all every learners.
Topic 3: Examples Resources on Portfolio
Portfolio Assessment
Portfolio Assessment provides a body of student work and it can be used to evaluate student performance. It holds a full representation of student’s work. It can be served as a representative illustration of a student’s performance where can show the records and experiences. Besides, portfolios can be used as a replacement for high school diploma or transcript in some cases.
There are also the disadvantages of portfolios which are they are hard to rank with a grade or score and they are not easy to evaluate. Since portfolios are about quality, many people find them difficult to use as a computation of one’s skills.
For the signification of portfolio, we can divide to 3 points following elements of education.
1. Curriculum: using portfolios will enable teachers to enlarge their curriculum areas that they could not appraise with standardized testing. However, it will be working well if a curriculum is developed to the test.
2. Instruction: portfolio valuation helps to exalt a teacher’s use of instructional strategies centered on teamwork, projects, and applied learning. Portfolios are also appropriate with more individualized instruction focusing on different learning styles.
3. Assessment: portfolio can be used as an assessment tool for both teachers and students. For example, teachers can use it to evaluate student performance. And students can use their own portfolios for self-assessment and reflection.
Generic rubrics: Generic rubrics can guide the learning process across similar
performances, such as problem solving. This is one very powerful way to help students
look at their learning over weeks or months.
Task-specific rubrics: Task-specific rubrics are used with particular tasks, and their
criteria and descriptors reflect specific features of the elicited performance.
Holistic, Analytic, Primary Trait and Multiple Trait Rubrics
Holistic rubrics: A Holistic rubrics provide a single score based on an overall
impression of a student’s performance on a task.
Analytic rubrics: An Analytic rubrics provide specific feedback
along several dimensions.
Primary trait rubrics
Multiple trait rubrics
Research & Theory
This section provides you with information on theory and research related to types of
language assessments, considerations in test construction, test-taking strategies, and other
issues in language assessment.
Resource
This section provides you with links to searchable, annotated bibliographies on
assessment, content-based instruction, national standards, Virtual Assessment Center
resources, and links to related sites.
Generic rubrics
An arrangement of various items teachers is used to determine what is to be
expected from a specific learning situation. For example, a generic rubric may be able
to determine a grade, at the end of a project.
There are primarily two different types of rubrics, analytically and holistic.
What is TBL?
Task is an activity where the target language is used by the learner for a communicative purpose in order to achieve, said Jane Willis. Why we ought to use Task - Based Learning? Because it's very practical for whoever would like to learn and improve their language skill. You can get much content by watching the comprehensible input of real spoken and written language, by using the language to create an exercise, by listening and reading the language, etc.
There are 6 types of tasks which we can arrange by purpose of outcome:
1. Listing: brainstorming and fact-finding to make list and mind map.
2. Ordering and Sorting: Sequencing, Ranking, Categorizing and Classifying to make group of information ordered and sorted.
3. Comparing: Matching, Finding similarities or differences.
4. Problem solving: Analyzing real situation or hypothetical situation, Reasoning and Decision making to find out the solution and resolve the problem.
5. Sharing personal experiences: Narrating, Describing, Exploring, Explaining attitudes, opinions, reactions.
6. Creative Tasks: Brainstorming, Fact-finding, Ordering and Sorting, Comparing, Problem solving and many others. To completely finish the learning product that can address to all every learners.
Topic 3: Examples Resources on Portfolio
Portfolio Assessment
Portfolio Assessment provides a body of student work and it can be used to evaluate student performance. It holds a full representation of student’s work. It can be served as a representative illustration of a student’s performance where can show the records and experiences. Besides, portfolios can be used as a replacement for high school diploma or transcript in some cases.
There are also the disadvantages of portfolios which are they are hard to rank with a grade or score and they are not easy to evaluate. Since portfolios are about quality, many people find them difficult to use as a computation of one’s skills.
For the signification of portfolio, we can divide to 3 points following elements of education.
1. Curriculum: using portfolios will enable teachers to enlarge their curriculum areas that they could not appraise with standardized testing. However, it will be working well if a curriculum is developed to the test.
2. Instruction: portfolio valuation helps to exalt a teacher’s use of instructional strategies centered on teamwork, projects, and applied learning. Portfolios are also appropriate with more individualized instruction focusing on different learning styles.
3. Assessment: portfolio can be used as an assessment tool for both teachers and students. For example, teachers can use it to evaluate student performance. And students can use their own portfolios for self-assessment and reflection.
Examples of Portfolio
assessments
Curriculum based work
samples:
-Writings
-Researches
-Math problems
-Lab reports
-Art works
-Graphs
-Surveys
-Web pages
-Photos
-Performance assessment
tasks
-Tests
-Teacher anecdotal
records/observation
Rubrics
A rubric is a guideline for rating student performance along a task-specific set of criteria. The guidelines specify what a performance is like at various levels (superior, excellent, good, and poor).
Benefits of Rubrics
Rubrics
A rubric is a guideline for rating student performance along a task-specific set of criteria. The guidelines specify what a performance is like at various levels (superior, excellent, good, and poor).
Benefits of Rubrics
1. Provides the
evaluation with exactly the characteristics for each level of performance on
which they should base their judgment.
There are a number of
different types of rubrics;
2. Provides those who have been assessed with clear information about how well they performed.
3. Provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.
3. Provides those who have been assessed with a clear indication of what they need to accomplish in the future to better their performance.
Generic rubrics: Generic rubrics can guide the learning process across similar
performances, such as problem solving. This is one very powerful way to help students
look at their learning over weeks or months.
Task-specific rubrics: Task-specific rubrics are used with particular tasks, and their
criteria and descriptors reflect specific features of the elicited performance.
Holistic, Analytic, Primary Trait and Multiple Trait Rubrics
Holistic rubrics: A Holistic rubrics provide a single score based on an overall
impression of a student’s performance on a task.
Analytic rubrics: An Analytic rubrics provide specific feedback
along several dimensions.
Primary trait rubrics
Multiple trait rubrics
Virtual Assessment Center:
Types of Rubrics
Types of Rubrics
Virtual Assessment Center is a group of
web-based learning modules
that gives teachers with background knowledge,
step-by-step guidance
and many practical resources on developing proficiency-based second
language assessments for the classroom making
informed decisions
about learner's progress requires language
teachers to gather and
interpret information that shows what learners
"know and can do."
This section shows you how to align your purpose for assessing to methods
in test design and use.
This section shows you how to align your purpose for assessing to methods
in test design and use.
This section provides you with information on theory and research related to types of
language assessments, considerations in test construction, test-taking strategies, and other
issues in language assessment.
Resource
This section provides you with links to searchable, annotated bibliographies on
assessment, content-based instruction, national standards, Virtual Assessment Center
resources, and links to related sites.
Generic rubrics
An arrangement of various items teachers is used to determine what is to be
expected from a specific learning situation. For example, a generic rubric may be able
to determine a grade, at the end of a project.
There are primarily two different types of rubrics, analytically and holistic.
Holistic, Analytic, Primary Trait and Multiple Trait Rubric may be seen as different
ways of selecting and organizing rating criteria. These rubric types come from different
contexts, and although their particular uses and characteristics have converged in current
practice, there are some general guidelines for choosing among them. In addition, each
type has advantages and disadvantages.
ways of selecting and organizing rating criteria. These rubric types come from different
contexts, and although their particular uses and characteristics have converged in current
practice, there are some general guidelines for choosing among them. In addition, each
type has advantages and disadvantages.
Analytic Rubric
An analytic rubric
resembles a grid with the criteria for a student product listed in the
leftmost
column and with levels of performance listed across the top row often using
numbers and/or descriptive tags. The cells within the center of the rubric may be
left blank or
may contain descriptions of what the specified criteria look like
for each level of
performance. When scoring with an analytic rubric each of the
criteria is scored individually.
Advantages
-Provide useful feedback
on areas of strength and weakness.
-Criterion can be
weighted to reflect the relative importance of each dimension.
Disadvantages
-Takes more time to
create and use than a holistic rubric.
-Unless each point for each criterion is
well-defined raters may not arrive at the same score.
Primary Trait Rubrics were designed to evaluate the primary language function
or
rhetorical trait elicited by a given writing task. For a task requiring learners to write a
persuasive letter to the editor of the school newspaper:
Holistic rubric
A holistic rubric consists of a
single scale with all criteria to be included in the evaluation
being
considered together. With a holistic rubric the rater assigns a single score
based on
an overall judgment of the student work. The rater matches an entire
piece of student work
to a single description on the scale.
Advantages
-Emphasis
on what the learner is able to demonstrate, rather than what he/she cannot do.
-Saves
time by minimizing the number of decisions raters make.
-Can
be applied consistently by trained raters increasing reliability.
Disadvantages
-Does
not provide specific feedback for improvement.
-When
student work is at varying levels spanning the criteria points it can be
difficult to
select the single best description.
-Criteria
cannot be weighted.
rhetorical trait elicited by a given writing task. For a task requiring learners to write a
persuasive letter to the editor of the school newspaper:
Multiple
trait rubrics
The multiple trait
approach is similar to the primary trait approach but allows for rating
performance on three or four dimensions rather than just one. Multiple trait
rubrics resemble
analytic rubrics in that several aspects are scored
individually. However, where an analytic
scale includes traditional dimensions
such as content, organization, and grammar, a
multiple trait rubric involves
dimensions that are more closely aligned with features of the
task.
Resources on Rubrics
How Scoring Tests with
Rubrics Help Students Succeed
A rubric is an
assessment tool helps teachers to grade their students' performance. Rubrics
evaluate the work based on the sum of the scores in a range of criteria. It
also gives the
students the opportunity to evaluate their own work and reflect
on what they could have done
better.
Rubrics help avoiding
the problem with the traditional way of grading tests and assignments
which
causes unsatisfactory grades for students without knowing what they did wrong.
This
way, the students have an idea on how to make their work worthy of high
scores and they
can improve themselves in order to get a higher grade.
How Rubrics Work
Rubrics use a set of
different features on what makes a student's work worthy of high
grades, the
sum of these criteria is the students' final grade for their work. Teachers
tell the
students about the rubrics that they will be using to grade their
work. So teachers and
students can discuss what criteria gets involved from the
rubrics; this will be the guidance
for the students to have a better idea on
how to accomplish a job well done in order to reach
high grades.
Advantages of Using
Rubrics for Grading Students’ Work
Using rubrics for
grading students’ work has several advantages for both students and
teachers.
For students, the rubrics grading system can show them where they need to work
on due to the different criteria used to come up with the final grade. Rubrics
also help them
assess their own work. And for teachers, rubrics are practical
for scoring students’ work.
Moreover, teachers can get to know whether their
method of teaching is effective or not as
rubrics will give the feedback on
what aspects of their teaching that needs to be developed.
Disadvantages of Using
Rubrics for Grading Students’ Work
Rubrics don’t always
take outside circumstances into account meaning if there are students
who
worked hard but have learning disabilities, rubrics grading system might not
reasonable for them. Otherwise, teachers should add credits for effort,
progress and other
outside conditions. In addition, rubrics can be too analytically for artistic projects since the
artistic work is way too far from an analytically field; an art project is based on creativity,
inspiration and
personal history which are the hardest thing to grade with a rubric.
No comments:
Post a Comment