Assessment and Performance-based Instruction

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Assessment and Performance-based Instruction

• Dr. Yu-Lan Lin
• Boston Public Schools
• ylin_at_boston.k12.ma.us

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Assessment Literacy

• Ability to understand the principles and
  practices of testing and assessment
• Ability to identify appropriate assessments
• Ability to analyze data
• Ability to apply data in teaching
• Ability to improve overall instruction

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Good Assessments Inform Students

• Useable feedback on learning
• Language proficiency
• Developmental growth
• Achievement

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Good Assessments Inform Teachers

• Program evaluation
• Articulation
• Improvement
• Measure student learning
• Effects of best practices
• Standards-based teaching

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Non-Traditional Assessments

• Alternative Assessment
• Authentic Assessment
• Summative Assessment
• Formative Assessment
• Performance Assessment

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Why Performance-based Assessments

• Demonstrate what students CAN do with language
• Reflect students language learning process
• Motivate students to work hard
• Capture students energy and interest
• Reflect real-life situations
• Integrate all skills

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Types of Performance Assessment

• Performances original plays, stories,
  show-and-tells, etc.
• Portfolios letters, journals, notebooks,
  reports, etc.
• Projects travel plans, brochures, research, etc

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Performance Task Elements

• A title
• Task objectives
• Student role
• Audience
• Setting
• Description of Activity
• Scoring rubrics
• Background description

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Performance Guidelines

• Comprehension
• Comprehensibility
• Accuracy
• Vocabulary use
• Cultural knowledge
• Discourse

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Holistic Scoring Rubrics

• 3. Exceeds expectations
• Message effectively communicated
• Rich voc
• Highly accurate
• Content supports interest level
• Self-correction

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Holistic Scoring

• 2 Meets Expectations
• Message generally comprehensible
• Voc appropriate
• Some patterns of errors
• Content adequate
• Occasional self-correction

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Holistic Scoring

• 1 Does Not Meet Expectations
• Message communicated with difficulty
• Voc inappropriate
• Patterns of error
• Content repetitious
• Self-correction rare

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Holistic Scoring

• 0. Unratable sample
• No consistent use of target language
• Only isolated words
• Off task

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Analytical Rubrics for Speaking

• Comprehensibility
• Ideas and Content
• Pronunciation and Word Choice
• Syntax and Accuracy
• Presentation and Fluency

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Analytical Rubrics for Writing

• Comprehensibility
• Ideas and Content
• Word Choice and Discourse
• Syntax and Accuracy
• Presentation and Mechanics

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Comprehensibility

• 4. effectively conveys message and requires NO
  interpretation
• 3. clearly conveys message and requires MINIMAL
  interpretation
• 2. requires interpretation
• 1. barely comprehensible

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Ideas and Content

• 4. clear, accurate, focused with details
• 3. details support the main ideas
• 2. has basic development but not enough details
• 1. lacks central topic

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Word Choice and Discourse

• 4. creative use of words and cohesive devices
• 3. adequate use of words, some cohesive devices
• 2. repetitive words, no cohesive devices
• 1. erroneous/poor choice of words, incomplete
  sentences

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Syntax and Accuracy

• 4. excellent command of language use
• 3. good control of language structure
• 2. developing use of language structure
• 1. merging use of language most of the time

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Presentation and Mechanics

• 4. effective use of style with fewer or no errors
  in spelling
• 3. effective use of language in completing
  thoughts
• 2. frequent errors in writing mechanics
• 1. much inaccuracy in writing mechanics in
  presenting thoughts.

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Presentation and Fluency

• 4. effective use of style without pausing or
  stumbling
• 3. effective use of language in completing
  thoughts
• 2. frequent pauses with incomplete thoughts
• 1. long pauses with incomplete thoughts