1. Assessment and Performance-based Instruction
Dr. Yu-Lan Lin
Boston Public Schools

2. 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

3. Good Assessments Inform Students
Useable feedback on learning
Language proficiency
Developmental growth
Achievement

4. Good Assessments Inform Teachers
Program evaluation
Articulation
Improvement
Measure student learning
Effects of best practices
Standards-based teaching

5. Non-Traditional Assessments
Alternative Assessment
Authentic Assessment
Summative Assessment
Formative Assessment
Performance Assessment

6. 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

7. Types of Performance Assessment
Performances: original plays, stories, show-and-tells, etc.
Portfolios: letters, journals, notebooks, reports, etc.
Projects: travel plans, brochures, research, etc

8. Performance Task Elements
A title
Task objectives
Student role:
Audience:
Setting:
Description of Activity:
Scoring rubrics
Background description:

9. Performance Guidelines
Comprehension
Comprehensibility
Accuracy
Vocabulary use
Cultural knowledge
Discourse

10. Holistic Scoring Rubrics
3. Exceeds expectations
Message effectively communicated
Rich voc
Highly accurate
Content supports interest level
Self-correction

11. Holistic Scoring 2 Meets Expectations Message generally comprehensible
Voc appropriate
Some patterns of errors
Content adequate
Occasional self-correction

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

13. Holistic Scoring 0. Unratable sample
No consistent use of target language
Only isolated words
Off task

14. Analytical Rubrics for Speaking
Comprehensibility
Ideas and Content
Pronunciation and Word Choice
Syntax and Accuracy
Presentation and Fluency

15. Analytical Rubrics for Writing
Comprehensibility
Ideas and Content
Word Choice and Discourse
Syntax and Accuracy
Presentation and Mechanics

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

17. 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

18. 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

19. 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

20. 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.

21. 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