I-TESOL 2014 Orem Utah Ben McMurry & Jim Pettersson ASSESSMENT FOR ENGAGEMENT: EXTENSIVE READING AND CANVAS QUIZZES.

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Presentation transcript:

I-TESOL 2014 Orem Utah Ben McMurry & Jim Pettersson ASSESSMENT FOR ENGAGEMENT: EXTENSIVE READING AND CANVAS QUIZZES

READING, ASSESSMENT, ENGAGEMENT Extensive Reading Assessment Engagement

 Reading a large number of texts  Reading a variety of text types  Student selected books vs. class books  This presentation focuses on reading the same book as a class. EXTENSIVE READING

 Formative Assessment  Summative Assessment  No Assessment What do you want to assess and why do you want to assess it? This presentation will focus on using formative assessment. ASSESSMENT

 Engage originally meant to pledge to do something  Attract  Involve  Participate  Establish a meaningful contact or connection with someone or something. ENGAGEMENT

What is a “quiz?” It looks like a quiz and feels like a quiz, but is a low stakes homework assignment that may be open book or taken in a group. It is formative in nature. WORKFLOW MODEL Students Complete Assigned Reading Student take “Quiz” at home Students take “Group Quiz” in class

CANVAS (OR ANY LMS)

 Time  Low anxiety  Interacting with the text  Feedback for the teacher  Multiple choice, True/False, Fill in the blank, essay, media recording, etc. CANVAS (OR ANY LMS)

 Consider Bloom’s taxonomy WRITING QUESTIONS Typical Reading questions Reading Skills Critical Thinking

Analyze  create, categorize, design, collect, hypothesize, combine, invent, comply, develop, compose, arrange, construct, assemble, create, design, develop, devise, explain, formulate, generate, plan, prepare, rewrite, rearrange, set, up, reconstruct, summarize, relate, synthesize Evaluate  judge, assess, recommend, attach, critique, choose, justify, compare, appraise, conclude, argue, contrast, defend, judge, rate, describe, justify, select, discriminate, interpret, summarize, estimate, relate, support WRITING QUESTIONS

Marvin Redpost: Class President  Describe Marvin’s relationship with Casey?  Why is Martin nervous about the President’s visit to his class?  Which students did Mrs. North scowl at? (Check all that apply) Casey, Nick, Stuart, Marvin, Judy, Clarence Travis EXAMPLES (LOWER LEVEL)

The Westing Game  Who had a motive (reason) for wanting Sam Westing dead, and what was the motive (reason) for each person?  How are the following characters related to Sam Westing? Bertha Erica Crow, Barney Northrup, Sandy McSouthers, Julian Eastman, Windy Windkloppel, James Hoo, George Theodorakis, Violet Westing, Dr. Sideny Sikes EXAMPLE (UPPER LEVEL)

 Formative  Low stakes  Higher level thinking  Reading skills (scanning, skimming, inference, etc.)  Open book  Group Discussion Component GUIDELINES FOR ENGAGING ASSESSMENTS

Ben McMurry – Jim Pettersson – THANK YOU