Performance Assessment A Formative Approach

Quantitative Assessment Assessment that is based on tangible objects such as: Providing students with tests Collecting homework Collecting Assignments Collecting recordings

Formative Assessment Assessment that is based on less tangible objects such as: Observation Anecdotal Evidence Student Behavior Student Interactions

Quantitative vs Formative Is there a better practice? Both assessment practices are valid and necessary for assessing student performance. Alone neither method is effective for understanding student development and progress. Together they are useful and accurate reflections of the progress of the whole student

Formative Approach In my classroom I use the formative approach exclusively Students receive quantitative assessment from my Korean partner teachers. This quantitative assessment is more accurate then I could achieve. I focus on what I can accurately assess during my time with students.

Performance Categories Students are assessed in five areas Participation Contribution Questioning Responding Portfolios

Performance Assessment Coding Numeric indicators of student performance Baseline = 4 Positive Performance = 5 Negative Performance = 2-3 Fail = 1 Codes for observation All codes are positive unless otherwise indicated* O = Response Q = Question C = Contribution PT = Portfolio P or centered o = Participation * - equals negative

Seating Chart Q To accurately record student performance a seating chart is used to put a name to the student and performance C Q C

Participation To grade for participation students are observed in class Indicators for positive participation Concentration on a task Focus on work Eye contact with teachers or students Writing or reading out loud Listening and responding within the team

Contribution To grade for contribution students are observed in class Indicators for positive contribution are Translating instructions for team Asking questions to help the team Explaining singular vocabulary to the team Maintaining English speaking within the group Listening and responding within the team Spelling words for students

Questioning To grade for questioning students are observed in class Indicators for positive questioning are Asking the teacher direct questions for the group Asking the teacher questions for the class Asking other students questions to enhance understanding Asking questions to other groups who may have knowledge that will enhance understanding

Response To grade for response students are observed in class Indicators for positive response are Answering direct questions from the teacher Providing words or response during lesson presentation Answering questions from other students Speaking without prompts or volunteering information and explanations

Portfolio To grade for portfolio students are observed in class Indicators for positive portfolio are Notebooks present in class Consistent notebooks Writing or taking notes Maintaining a record of all class work

Grade Book Once the class has finished the codes must be entered into a grade book to accurately assess and calculate understandable grades.

Positive Impacts from the system Students are provided with a fairly accurate assessment of real performance in a structured English task environment Students receive feedback that will help them improve their ability to learn and retain English Students have a chance to see progress that can lead to life long learning

Pros and Cons With 36-40 student classes every effort is made to observe and reflect each student. All classes combined should reflect an accurate assessment In general the teacher is responsible for accurately assessing, encoding, and calculating student performance Grades from the system display willingness of students to participate and enhance their own learning or understanding. It is not possible to observe every single student action in every class, regardless of teacher diligence. The system is teacher driven and as such is more accurate or less accurate based on the physical/mental state of the recorder. The grades do not indicate actual levels of English comprehension or learning. A high score does not mean the student is an advanced learner.

Questions More information http://www.saradavila.com Includes this presentation for your convenience Co Sara Davila 2006 Kyungbook National University Middle School teacher@saradavila.com