Holding Your Students (and Yourself) Accountable

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Holding Your Students (and Yourself) Accountable

• Presented By
• Daniel Lopez,
• Senior English Language Fellow
• Office of English Language Programs
• United States Embassy in Mexico

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On the Agenda for Today

• Evaluation and Assessment
• Feedback and Error Correction
• Using Rubrics Portfolios
• The 3 Rules of Thumb for Successful (and Happy!)
  Teaching MOTIVATION, SUPPORT, and PROFESSIONAL
  DEVELOPMENT
• Q A

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TRUE OR FALSE?

• A multiple choice test is the best way to assess
  a students abilities.
• It is easy for teachers to grade their students.
• Teachers should tell their students how they will
  be graded.
• It is impossible for teachers with large classes
  to give homework assignments.
• Giving a test at the end of the semester wont
  give teachers enough information to fairly grade
  their students.

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EVALUATION VS. ASSESSMENT

• EVALUATION Information about a learners
  performance is collected
• (i.e. the teacher gives students a grade based
  on their performance on a reading test).
• ASSESSMENT Information is analyzed and
  interpreted about a learners performance
• (i.e. teacher corrects the reading test,
  analyzes which questions were difficult for
  learners, how different learners performed, how
  the whole class performed, and where to go from
  there).

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What is the Purpose of Assessment?

• Diagnostic Done before the teaching process
  begins, at the beginning of an academic year or
  unit of study. (Helps teachers prepare to teach.)
• Formative Done during the teaching process, to
  see if the instructional techniques are effective
  (i.e. homework).
• Summative Done after the teaching process, to
  see what students have learned (i.e. final exam).

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Discussion

• What makes grading so hard?

• FOR TEACHERS
• Its hard to differentiate between weak ideas and
  weak language.
• Students are disorganized and interpret the
  assignment in their own way, so the teacher is
  grading something he/she didnt assign.
• It takes a long time to write all the commentary
  necessary to help the students.

• FOR STUDENTS
• Arent aware of the teachers expectations.
• Dont know which skills to focus on.
• The grade doesnt tell them what to improve on.
• Feels arbitrary.

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4 Assessment Strategies

• INQUIRY Subjective judgments about a students
  performance.
• OBSERVATION Watching students habit patterns
  over time.
• ANALYSIS Breaking down into component parts.
• TESTING Scores are based on objective cognitive
  outcomes and common terminal goals.
• Is one better than another??
• Product vs. Process?

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YOUR TURN Which technique would you use if you
wanted to find out

1. if your students know how to form vowel sounds?
2. how your students feel about learning English?
3. how your class compares to another in reading
   skills?
4. if your students have mastered the steps for
   writing essays?

• Observation
• Inquiry
• Testing
• Analysis

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6 Common Testing Techniques

• Short-Answer
• Essay
• True/False
• Matching
• Multiple Choice
• Fill in the Blank
• Which one you use will depend on what information
  you are looking forBased on the VERB in your
  Learning Objective!

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FOR EXAMPLE

• To explain or discuss
• To list or describe...
• To select or choose
• To give an opinion
• To test retention
• To demonstrate a relationship

• Essay
• Short-Answer
• Multiple Choice
• True/False
• Fill in the Blank
• Matching

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A FEW WORDS ABOUT FEEDBACK ERROR CORRECTION

• Should be specific information about students
  strengths or weaknesses
• Give constructive suggestions about how the
  learner can improve his/her work
• Negative comments should not outnumber positive
  comments
• Timing is important
• Given with care
• Practice makes perfect!

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What is a Rubric?

• Heidi Goodrich, a rubrics expert, defines a
  rubric as
• A scoring tool that lists the criteria for a
  piece of work.
• or Generally, rubrics specify the level of
  performance expected for several levels of
  quality.

From http//rubistar.4teachers.org/
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What are the Benefits of Rubrics (including
checklists and rating scales)?

• Grading is less subjective and interpretive
  (Competency-Based).
• Its easier to give consistent points.
• Can be either simple or complex depending on the
  task to be graded.
• Students are responding to specific objectives.
• Provides detailed feedback, but takes less time
  than writing out individual commentary.

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Why use Rubrics?

• Validity Students know what is expected of
  them.
• Accountability -A rubric can allow students to
  take responsibility for their work and grade.
• Formative - A rubric can help teach students. A
  rubric can give students feedback so that they
  dont make the same mistakes the next time.
• Time saver - A rubric can save time for the
  teacher because it can be used for multiple
  purposes
• Inform students of an assignment.
• Give feedback to students with little writing on
  the part of the teacher.
• As self-evaluation, it can lead students to edit
  their work before they turn it in.

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What can be graded using rubrics?

• Pronunciation
• Reading
• Writing Assignments
• Collaborative Learning Skills
• Oral Presentations
• Class Participation
• and more

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Rubrics can also be used for

• Self Evaluation as a checklist before turning
  in the assignment.
• Peer Evaluation- to inform both the participants
  of how and why a complete product has certain
  components.
• Teachers Evaluation provides a criteria for
  the teacher to consistently, formatively and
  objectively assess student work.

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Reading Rubric for Elementary Students
http//rubistar.4teachers.org/index.php?screenSh
owRubricrubric_id1344816




CATEGORY 4 3 2 1
Chooses Appropriate Books Student chooses a book which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher. Student chooses a book which s/he has never read before and which is slightly below his/her reading level. Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher. Student chooses a book that s/he has read many times before or which is more than one grade below student's reading level.
Stays on task Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned. Student reads almost all (80 or more) of the period. Student reads some (50 or more) of the time. Student wastes a lot of reading time.
Focus on story/article Student is lost in the story. There's no looking around or flipping through the pages. Student seems to be enjoying and moving through the story, but takes some short breaks. Student seems to be reading the story, but doesn't seem to be very interested. Takes a few short breaks. Pretends to read the story. Mostly looks around or fiddles with things.
Understands story elements Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened. Student knows the names and descriptions of the important characters and where the story takes place. Student knows the names OR descriptions of the important characters in the story. Student has trouble naming and describing the characters in the story.
Thinks about the characters Student describes how different characters might have felt at different points in the story and points out some pictures or words to support his interpretation without being asked. Student describes how different characters might have felt at different points in the story, but does not provide support for the interpretation unless asked. Student describes how different characters might have felt at different points in the story, but does NOT provide good support for the interpretation, even when asked Student cannot describe how different characters might have felt at different points in the story.
Tries to understand Stops reading when it doesn't make sense and reads parts again. Looks up words s/he doesn't know. Stops reading when it doesn't make sense and tries to use strategies to get through the tricky spots or to figure out new words. Stops reading when it doesn't makes sense and asks for assistance. Gives up entirely OR plows on without trying to understand the story.

•    

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Creating A Rubric WITH Your Students

• Benefits
• Students buy into the project they feel its
  fair.
• Students learn about what makes a good project
  before they produce it.
• Students become aware of the various components
  of a project and helps them determine the steps
  involved.

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Alternative Assessment PORTFOLIOS

• Collection of student work over time.
• Designed to show growth and progress. (Can they
  fix their own mistakes?)
• May include projects, exams, writing assignments,
  rough drafts, etc.
• Ideally, should also measure learners ability to
  apply knowledge.
• Should be an integral part of classroom
  practices, not just a tag on.
• Students can choose what to include, but teacher
  needs to establish criteria.

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So, what are the secrets to a successful and
happy teaching career?
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Rule of Thumb 1 Both students and teachers
have to be motivated.

• What are some DE-motivators for each?
• What are the consequences?
• What motivates YOU?
• What motivates your STUDENTS?

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Rule of Thumb 2 Teachers need support from
Coordinators, SEP and each other.

• Sharing (collaboration, best practices)
• Solidarity (teacher associations)
• Submissions (FORUM)
• http//exchanges.state.gov/englishteaching/forum-j
  ournal.html
• Supervision

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What Are Features of an Effective Supervisor?

• Clarifies Expectations
• Non-Judgmental (constructive criticism)
• Two-Way Communication (dialogue)
• Assesses Needs
• Encourages staff to identify their own areas of
  growth
• Links feedback to wider ELT and educational
  issues
• Positively Reinforces Creativity and Best
  Practices
• Delegates Responsibility
• Holds Teachers Accountable
• Follows up

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Rule of Thumb 3 Professional development as an
ongoing process.

• Benefits of Life-Long Learning
• Teaching is a process of becoming that continues
  throughout life, never completely achieved, never
  completely denied. This is the challenge and the
  fun of being a teacher there is no ultimate end
  to the process. (Frances Mayforth)

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Why English is so Hard to Learn

• Writers write, but fingers dont fing and hammers
  dont ham.
• Buick doesnt rhyme with quick.
• The plural of tooth is teeth, so the plural of
  booth is???
• If teachers taught, why didnt preachers praught?
• How can a slim chance and a fat chance mean
  the same thing, while a wise man and a wise
  guy are opposites?

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Some Final Thoughts

• Good assessment can motivate learners to study.
  On the other hand, poor or unfair evaluation
  techniques may make learners less motivated to
  study.
• Students who have positive feelings about
  English, and are in a supportive environment, are
  more likely to learn faster.
• Individuals learn at different rates, but
  everyone must ultimately take responsibility for
  his/her own learning.
• L1 interference in inevitable, but you are not
  helping your students by speaking to them in
  Spanish. Just make sure to adapt your language to
  their abilities.

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It is noble to teach oneself it is still nobler
to teach others. Mark Twain

• A teacher affects eternity he (or she) can
  never tell where his (or her) influence stops.
• - Henry Brooks Adams

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INTERNET REFERENCES

• Puhl, Carol. 1997. Develop Not Judge
  Continuous Assessment in the ESL Classroom.
  English Teaching Forum 352 (April-June), pp
  2-10 http//exchanges.state.gov/forum/vols/vol35/
  no2/p2.htm
• McMillan, James H. Basic Assessment Concepts for
  Teachers and School Administrators
• http//www.ericdigests.org/2001-3/basic.htm
• Practical Assessment, Research and Evaluation
  http//pareonline.net/Articles.htm
• Examples of Rubrics http//www.sdcoe.k12.ca.us/sc
  ore/actbank/trubrics.htm http//rubistar.4teacher
  s.org/
• Information on Alternative Assessment
  http//jonathan.mueller.faculty.noctrl.edu/toolbox
  /whatisit.htm

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Thanks and Good Luck!

• Contact Information
• Email relomexico_at_state.gov
• http//www.facebook.com/pages/
• Mexico-City-Mexico/Office-of-English-Language-Prog
  rams-for-Mexico-and-Central-America/314206715145
•