Peer and Self-Assessent Strategies

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来自 Arizona State University 的课程

Assessing Achievement with the ELL in Mind

66 个评分

Arizona State University

Assessing Achievement with the ELL in Mind

66 个评分

课程 2（共 4 门，Specialization ELL（英语语言学习者）的课堂教学：授课教师的工具箱系列）

In this course, you will learn how to design assessments around the needs of your ELL students and their language level. You will learn how to incorporate language and content requirements for both formative and summative assessment types. You will learn to assess your ELL students through the use of project and task-based assignments. You will learn to use and modify rubrics to align to and measure student achievement of your language and content learning objectives. The course will also briefly cover strategies for supporting ELL students during standardized testing. Upon completing this course, you will be able to: * Conceptualize theories of authentic assessment as they apply to second language learners * Design formative assessment types incorporating language and content objectives * Design summative assessment types incorporating language and content objectives * Incorporate project and task-based assignments as assessment tools for ELLs * Design rubrics that align to language and content objectives for your ELL(s) * Apply the use of rubrics, both language and content, to the work of your ELL(s). * Support your ELL(s) as they participate in standardized testing

从本节课中

Grading with the ELL in Mind

Welcome to week 4 of the course! This module covers the hot topic of grading and the many ways that ELLs are impacted by grading. By the end of this module, you will be able to use peer-and self-assessment strategies specified for your content classroom, design rubrics for peer-and self-assessment specified for your content classroom and/or lesson, design rubrics appropriate for assessment of content and necessary language objectives for your ELL, identify appropriate use of linguistic error correction in assessment. Let's get started!

Empowering through Peer and Self-Assessment4:09

Peer and Self-Assessent Strategies5:21

与讲师见面

Claire McLaughlin
Senior International Educator
Arizona State University
Ellen Manos
Senior International Educator
Arizona State University

[MUSIC]

Hi, and welcome back to Assessing Achievement with the ELL in Mind.

In the last video you were introduced to methods of using Peer and

Self Assessment to empower students and encourage their learning of content and

development of language in your content class room.

In this video we're going to give you some specific strategies for implementing Peer

and Self-Assessment that can be used across the curriculum and grade levels.

In our first example we have a Peer Assessment Checklist.

This could easily be used for any subject, and be modified for any grade level.

This particular checklist comes from a language arts class, and asks the students

to provide feedback on a classmate's short story or personal narrative.

This particular checklist would be used for revision.

The student would provide peer assessment with the hopes that they will use

the feedback to revise their draft before submitting a final product.

In this particular checklist we have questions such as,

does the story have a beginning, middle, and end?

Is the main idea clear?

Are there supporting details?

And are all words spelled correctly.

The student will have the opportunity to say yes or no in regards to

each one of these criteria, and then provide comments for their peer.

This checklist could be created with specific questions for

language development for the ELL.

And of course, the peer feedback should be accounted for

in the final project somehow.

This could be through assigning points for the peer assessment, and

participation in the peer assessment, or

even just by mentioning to the students in your feedback that they did a very good

job clearly implementing changes suggested by their peers.

Our second example is peer assessment revision circles.

Again this can be used for any subject and can be modified slightly for

different grade levels.

For this activity you need to organize your room and desks in a specific manner.

Visualize two circles.

An outside circle and an inside circle.

The students would be sitting one across from each other.

The students would have their products for revision, for example,

of a writing sample, in front of them, as well as a teacher created checklist, or

discussion questions.

The student would trade assignments with their partner,

the student across from them, and begin the peer revision process

After a selected time, the teacher asks the inside circle to stand up and

move to the right two places, or maybe ask the outside circle to stand up and

move to the left, it doesn't matter.

In other words, create new partners by rotating the circle one way or another.

They review their new partner's product using the same checklist and

discussion questions.

Thus, giving students multiple opportunities for

feedback in a very informal and low stress environment.

Again, this activity should be validated by some measure on the final product.

Our third example is of a self-assessment called I Can Statements.

This is an I Can Statements table, and it can be used in any subject.

This type of self assessment is used for students to reflect on their

own learning progress made within a specific subject matter.

It can help inform your instruction for future classes, and of course,

it can be tailored for each student based on a shared vision.

Our example comes from a math class.

We have three examples of I Can Statements.

I can read time to the minute.

I can write time to the minute.

And I can show value in cents or dollars.

The student would correctly identify whether or

not they can confidently do these tasks and provide the teacher with crucial

information regarding instruction and needs.

The final example is the peer and

the self-assessment reflection hand out that can be used for group work.

This will help students reflect on the work that was done within a group

project or group assignment and provides the teacher with a good opportunity to

observe classroom behaviors.

In this example,

students are asked evaluation questions about the group project itself and

about their own contribution as well as the contribution of other members, and

asked to provide written comments in respect to these questions.

The reflection should be considered in assigning final grades and

feedback for the group project.

For each of these examples of peer and self assessments, ELLs

are provided opportunities to use language through very meaningful interactions.

They're learning of both content and

language is validated and their personal growth as students is supported.

These are really great ways to assess the students' learning.

And their progress of learning through very low stress assessment

type environments.

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