Reflective Multimodal Presentation
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Duering6565Reflectivepresentation.pptxReflecting on Assessment of Language Learners
TJ Duering
Assessments are developed for the ‘stable state’ of the adult mind.
-Bialystok (2001)
When assessing very young learners we need to be mindful of the whole child; their cognitive, social, emotional and physical age.
| The Usefulness Framework | |||||
| To what extent are results reliable? | To what extent is there construct validity? | To what extent is the assessment task authentic? | To what extent is the assessment task interactive? | To what extent is the assessment practical? | To what extent is the impact of the assessment positive? |
| Will the score be consistent, if given on a different day by a different teacher? | What are the guidelines for student accomplishments, and will the interpretations of student ability be reflective of the task before them? | Is the task relevant and natural to the child’s world? | Are you engaging the student in using the language skills that are being assessed? | Can the assessment task be completed with given time, energy and materials? | What impact does the assessment have on teaching and learning for teachers, learners and parents? |
Is this assessment fair for all involved regardless of expierence.
To what extent is there construct validity?
What outcome are you expecting?
Are you measuring language skill or content skills?
Is the task appropriate for the students ability?
“Validity refers to the ability of an assessment, process or product to measure the knowledge or skill it is intended to measure”
(Herrera, 2020, p. 25)
To what are the results reliable ?
“Reliable tests are also those that prove sensitive to measuring the incremental changes that reflect growth and improvement in the areas beings assessed.”
(Stiggins & Chappuis, 2017)
To what extent is the assessment task authentic?
)
“Children must be exposed to authentic communication and have opportunities to use the language for real purposes,” (Herrera, 2020, p. 123)
Communication of Progress
| Teacher to student interactions | Teacher to guardian interactions |
| Students feel validated and safe in the classroom. Students are aware of their goals and expectations prior to assessment Ensure that students are given teacher feedback at an appropriate time. Students have an opportunity to reflect on their learning Students have the opportunity to provide you with feedback on a task. Students have opportunities in the classroom to decide on their path and work towards their individual progress | Are provided communications in a language they have familiarity with A given opportunities to share their understanding of their child's strengths at home or in the community. Are provided with examples of their students progress. Understand the expectations of a card marking or semester. Know the goals their child is working towards. Are made aware of the resources available to them at the school or in the community. Are allowed to contribute to the classroom. |
“Effective teachers use assessment results to support future learning and to inform them about appropriate accommodations for the student population served.”
(Herrera, 2020, p. 210)
Assessment Impacts on those Tested
“Students who feel supported and encouraged to take risks in their new language and communicative interactions will progress more quickly and easily along the path toward more proficient language use.”
Our grading system or curriculum often times was decided before diversity within the classroom, became a norm rather than an exception. We need to understand that learning can take on many different aspects, and that students have capabilities outside of one test. The classroom represents a small section of society, it is our own community within the community. We have to both shape change within our classroom, and outside of it.
| Things I need to remember to consider about assessment |
| Where the students prior skills or strengths considered when developing and assessment? |
| Did the students have a say in their assessment? (rubrics/choice assignments) |
| Is this the only measurement I have of this skill? |
| Did students have an opportunity to share and construct meaning with their peers? |
| Do the students have an opportunity for more attempts to show understanding? |
| Who benefits the most from this assessment? |
| Does this measure a students skill or a students effort? |
References
McKay, P. (2005). Assessing Young Language Learners (Cambridge Language Assessment). Cambridge: Cambridge University Press.
Herrera, S. G., Caberal, R. M., Murry, K.G. (2020). Assessment of Culturally and Linguistically Diverse Students. Kansas State University.
