35177046
Description
Mind Map by Elizabeth Krebs, updated more than 1 year ago
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Created by Elizabeth Krebs
over 2 years ago
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|
Exploring
Authentic
Assessments
- TASK
PERFORMANCE:
Students perform
tasks to
demonstrate
application of
knowledge and skills
- After reading a book together as
a class, the ESL teacher asks
students to draw a picture of the
scene or character that stood out
to them in the book. Students are
then asked to guess their
classmate's drawings based on
what they know about the
reading.
- After reading a book together as
a class, the ESL teacher asks
students to draw a picture of the
scene or character that stood out
to them in the book. Students are
then asked to guess their
classmate's drawings based on
what they know about the
reading.
- RUBRIC:
Teachers
evaluate
student
performance
based on
rubrics
- The ESL teacher asks students
to create poster presentations
for the content from their
science curriculum. The teacher
creates a rubric for the projects
with points earned for creativity,
correct use of information,
presentation, and organization.
- The ESL teacher asks students
to create poster presentations
for the content from their
science curriculum. The teacher
creates a rubric for the projects
with points earned for creativity,
correct use of information,
presentation, and organization.
- STANDARDS:
Identifying standards
that students should
be able to complete
should determine
what tasks will be
used to help students
meet those standards
- An ESL teacher designs a
speaking activity after
identifying that students
are struggling with
demonstrating verbal
proficiency with past
tense verbs.
- An ESL teacher designs a
speaking activity after
identifying that students
are struggling with
demonstrating verbal
proficiency with past
tense verbs.
- KNOW VS. USE:
It is important
for students to
use the
knowledge they
learn rather
than just
knowing it as
information
- A group of ML
students are on a
field trip with their
ESL teacher. They
stop at a restaurant
where students
read the menu and
place orders. They
interact with the
cashiers, using what
they have learned in
ESL classes.
- A group of ML
students are on a
field trip with their
ESL teacher. They
stop at a restaurant
where students
read the menu and
place orders. They
interact with the
cashiers, using what
they have learned in
ESL classes.
- MULTIPLE AND
VARIED
ASSESSMENTS:
By using a
variety of
measurements,
students
demonstrate
different
abilities across
different
domains so
educators
can capture a
full picture of the
students'
abilities
- An ESL teacher has
students work in pairs
and take turns reading
small passages to each
other. The students then
critique each other on
their reading of the
passages based on a
rubric given by the
teacher. The teacher then
has the class write a short
summary of the content of
the reading passages.
- An ESL teacher has
students work in pairs
and take turns reading
small passages to each
other. The students then
critique each other on
their reading of the
passages based on a
rubric given by the
teacher. The teacher then
has the class write a short
summary of the content of
the reading passages.
- ASSESSMENT DRIVES
THE CURRICULUM:
Authentic assessments
allow for ongoing
evaluation of student
progress, which allows
educators to target
areas of need early and
apply appropriate
interventions to
address the need
- An ESL teacher has
students perform
speaking and writing
activities daily to assess
comprehension of reading
and listening. The teacher
notices that one of the
students always correctly
writes verbs with silent "e"
at the end, yet they
pronounce the "e" when
speaking the verbs. The
teacher is able to pull the
student aside to address
their speaking proficiency
of silent "e" verbs.
- An ESL teacher has
students perform
speaking and writing
activities daily to assess
comprehension of reading
and listening. The teacher
notices that one of the
students always correctly
writes verbs with silent "e"
at the end, yet they
pronounce the "e" when
speaking the verbs. The
teacher is able to pull the
student aside to address
their speaking proficiency
of silent "e" verbs.
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