1. Formative Assessments in a multi-level class
TESL NS Fall Conference 2017
Formative Assessments in a multi-level class

2. Formative assessments in a multi-level class
Managing a multi-level class
How large-scale tests handle this problem
How we can handle this problem in our classrooms during formative assessments
What did not work
What worked
Questions to ask during assessment planning

3. Formative assessments
Helping us assess learning for learning
Done as the course progresses on an ongoing basis
Use a rubric or a rating scale to measure results
Discuss results with learners, including action-oriented feedback

4. Managing a multi-level classroom
Tiered expectations: higher ability, bigger results
Task: Introduce yourself
lower:
Hello. My name is Tony. Nice to meet you.
higher:
Hi there! My name is Anthony, but I usually go by Tony. I’m glad to meet you and look forward to working with you!

5. How do the big tests handle this problem?
Very specific and detailed criteria for success Use a large room with test-takers separated physically from each other Document control: secrecy about test contents and prohibition against transportation of test materials by test takers

6. Can we do any of this with formative assessments in our classes?
Very specific and detailed criteria for success Use a large room with test-takers separated physically from each other Document control: secrecy about test contents and prohibition against transportation of test materials by test takers
√ Assessment should reflect the communication task and be clear on what is being assessed
X Must be done during the course of study
X Document control: none, as learners see the assessment task before and after the assessment itself and share it with each other

7. What did not work well:
Receptive skills: assigning different scores to different levels
Productive skills: putting both sets of expectations on the same form
Peer assessment of performance in a general sense

8. What worked well: Creating different assessments for the same task
Discussing the differences in assessments as a class
Grouping similar levels for role plays
Peer assessment for specific points

9. Questions to consider in planning multi-level assessments
What levels am I dealing with in class and what levels am I assessing?
Does the task reflect the communication event being explored in the lessons?
Does the task conform to the profiles of ability and descriptors of the levels being assessed?
Are the criteria for assessment and the task clear to the learners?

10. Thank you for participating!
TESL NS Fall Conference 2017
Thank you for participating!
Anthony Caldwell