Assessment of EBs

Assessment of EBs

1. How to use Authentic Assessment

   • Description: Using informal authentic assessments can be as simple as reading to a partner, showing on your hands the level of proficiency felt by the student, playing games, or brainstorming topic ideas for writing workshop. Informal authentic assessments can be easily kept in a portfolio or on a chart that is generated by the student. This gives them ownership over their learning and progress (Colorín Colorado, 2017).
   • Application: For example, I can see that it would be beneficial for a student to create a chart in conjunction with the teacher tracking goals and progress. As an authentic assessment is given, students and teachers can conference and talk about strengths and opportunities for improvement.
   • http://yuliagarvanovic.blogspot.com/2012/05/week-8-authentic-assessment.html

2. Traditional Assessment vs. Authentic Assessment

   • Application: When a student selects an answer choice, traditional assessment was utilized. However, a student exhibits their knowledge through authentic assessment with direct evidence through an application task and construction.
   • Description: Traditional Assessments tend to include indirect evidence of knowledge while having students rely solely on the recall level of knowledge according to Bloom's Taxonomy. The difference with Authentic Assessments is that students must use a higher level of understanding to exhibit knowledge. Authentic Assessments use application questions with direct evidence to assess knowledge, as well as a student-centered approach. These two types of assessments can be used simultaneously and compliment one another. (Mueller, 2018).
   • http://www.ascd.org/publications/books/196021/chapters/What_is_Performance-Based_Learning_and_Assessment,_and_Why_is_it_Important%C2%A2.aspx

3. What is Authentic Assessment?

   • Description: Authentic assessment is a type of assessment that tests the application level of knowledge students have regarding a certain topic. This assesses the students ability to not only know the material but also apply it to real-world, relevant topics (Mueller, 2018).
   • Application: As my kindergarteners learn shapes, an authentic assessment would be for them to sort their shapes rather than only identifying them.
   • http://www.designmelvinmutschler.org/new-blog-1/2016/1/13/authentic-challenges-authentic-assessment

4. Why use Authentic Assessment?

   • Description: Authentic Assessments allow the assessor to see that the student knows the information and knows how to use it in context. It allows for differentiation in assessment (versus a traditional model of answering questions on a test). Furthermore, Authentic Assessments is closely in line with my philosophy of constructivism in the classroom. Not only is the student assessed during Authentic Assessments, but they are also learning by doing (Mueller, 2018).
   • Application: By using Authentic Assessments, the student is able to demonstrate learned knowledge by using it and constructing understanding simultaneously. For example, Traditional Assessments when used in isolation only assess what the student can recall. Authentic Assessments, though, assess the level of understanding of that knowledge that the student can apply to other areas or problems.
   • http://www.principalspage.com/theblog/archives/you-need-more-than-the-ability-to-take-tests

5. Creating Authentic Assessments

   • Description: To create authentic assessments, a four step process is recommended to be followed. First, identify the standards. Second, develop the task that the student should complete to show proficiency of the standard. Third and fourth, you should identify the criteria that shows proficiency and create a rubric. The information you get from the authentic assessment should guide future instruction. Also, authentic assessments should be created to show application and understanding rather than rote memorization (Mueller, 2018).
   • Application: For example, I will be conducting an authentic assessment with my EBs this week. To create this assessment, I looked at the standards and determined a task I want them to work on. From there, I pinpointed criteria that they would need to meet and created a rubric for the assessment. I will give this assessment this week in small group setting.
   • http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

6. Assessing writing in the classroom

   • Description: Student cultural backgrounds should be considered when assessing writing in the classroom. Prompts, if any, should be culturally relevant or within their schema. Feedback is best received when it is concrete. Giving students an editing checklist would be helpful when assessing writing, and writing in general. More over, this checklist could include pictures or the student's native language as a scaffolding technique. Writing assessments in the classroom also help determine the level of support each EB requires (The Education Alliance, 2018).
   • Application: Assessing writing in the classroom helps determine the level of output language proficiency the student possesses. Thus, it is factored into the determination of amount of extra support given to the child. Remembering cultural differences is crucial when assessing writing and determining next steps for the EB.
   • http://cockroachesladybugs.blogspot.com/2014/09/micro-writing-in-esl-class-another-good.html

Images and files in the map