"Plan, use, and analyze a variety of assessments to inform instruction, monitor progress, and support and improve student learning."
Artifact Description
C&T 821 - Assessments in TESOL
Language Assessment Final
This artifact was created in C&T 821 – Assessments in TESOL. It was developed with a single student in mind that was an English language learner and includes a description of the student and some of her background information. I created each assessment to specifically test skills for the student. It includes assessments that test speaking, reading, writing, and listening skills. Each assessment was created for the purpose of testing the student to see where her strengths and weaknesses were and where we should focus on her learning for the following weeks.
C&T 821 - Assessments in TESOL
Language Assessment Final
This artifact was created in C&T 821 – Assessments in TESOL. It was developed with a single student in mind that was an English language learner and includes a description of the student and some of her background information. I created each assessment to specifically test skills for the student. It includes assessments that test speaking, reading, writing, and listening skills. Each assessment was created for the purpose of testing the student to see where her strengths and weaknesses were and where we should focus on her learning for the following weeks.
Rationale
This artifact was selected because it demonstrates my ability to create assessments and look back at those assessments once the student has taken them to see what steps need to be taken to further the student’s education. Learning Outcome 1D states that a teacher will “plan, use, and analyze a variety of assessments to inform instruction, and monitor progress, and support and improve student learning.” This is not only about having students take "tests", but any kind of small formative, informal assessment that can let an educator know where a student is at on a particular subject or area. Assessment is an important part of education and sometimes they may even be referred to as a “necessary evil,” but they are often confused with tests. Assessments are "appraising or estimating the level or magnitude of some attribute of a person," and tests are "a method of measuring a person's ability, knowledge, or performance in a given domain," (Brown & Abeywickrama, 2010, p. 3). We all know that students often groan when they hear the word “test,” but they do not know that they are really being assessed each day they are in the classroom.
When creating these assessments, I had to keep my student in mind and justify my decisions with the skill level she was on, especially being so new to learning English. Each assessment was given and then I was able to sit down to review and analyze the results to determine not only where she stands in each of the areas, but also what we can work on in the classroom. I used the results to find activities that she can do both independently and with assistance when I can work with her one-on-one and when I have a para in the classroom assisting me.
Assessment is one of the most important jobs for an educator because we need to be able to see if instruction is working and we can move forward, or asking ourselves if we need to try a new angle. It is important to be able to create assessments that test skills appropriately, but do not seem too daunting and take an extended amount of time. This is true especially for the younger grades as it is difficult for them to sit for long periods of time for anything, let alone a test.
The courses at KU have taught me to think more about my English language learners than I have in the past. I take a new look at what I am teaching and adjust to ensure that all students are benefiting from the instruction. I had not fully thought about the potential bias that can be in a test, especially when students have not been exposed to things that we might see as common knowledge. I have learned that it is better to choose more formative assessments as opposed to summative to accurately and fairly assess students (Brown & Abeywickrama, 2010, p. 97).
Citations
Brown, H.D. and P. Abeywickrama. (2010). Language Assessment: Principles and Classroom Practices (2nd ed.). White Plains, NY. Pearson Education.
This artifact was selected because it demonstrates my ability to create assessments and look back at those assessments once the student has taken them to see what steps need to be taken to further the student’s education. Learning Outcome 1D states that a teacher will “plan, use, and analyze a variety of assessments to inform instruction, and monitor progress, and support and improve student learning.” This is not only about having students take "tests", but any kind of small formative, informal assessment that can let an educator know where a student is at on a particular subject or area. Assessment is an important part of education and sometimes they may even be referred to as a “necessary evil,” but they are often confused with tests. Assessments are "appraising or estimating the level or magnitude of some attribute of a person," and tests are "a method of measuring a person's ability, knowledge, or performance in a given domain," (Brown & Abeywickrama, 2010, p. 3). We all know that students often groan when they hear the word “test,” but they do not know that they are really being assessed each day they are in the classroom.
When creating these assessments, I had to keep my student in mind and justify my decisions with the skill level she was on, especially being so new to learning English. Each assessment was given and then I was able to sit down to review and analyze the results to determine not only where she stands in each of the areas, but also what we can work on in the classroom. I used the results to find activities that she can do both independently and with assistance when I can work with her one-on-one and when I have a para in the classroom assisting me.
Assessment is one of the most important jobs for an educator because we need to be able to see if instruction is working and we can move forward, or asking ourselves if we need to try a new angle. It is important to be able to create assessments that test skills appropriately, but do not seem too daunting and take an extended amount of time. This is true especially for the younger grades as it is difficult for them to sit for long periods of time for anything, let alone a test.
The courses at KU have taught me to think more about my English language learners than I have in the past. I take a new look at what I am teaching and adjust to ensure that all students are benefiting from the instruction. I had not fully thought about the potential bias that can be in a test, especially when students have not been exposed to things that we might see as common knowledge. I have learned that it is better to choose more formative assessments as opposed to summative to accurately and fairly assess students (Brown & Abeywickrama, 2010, p. 97).
Citations
Brown, H.D. and P. Abeywickrama. (2010). Language Assessment: Principles and Classroom Practices (2nd ed.). White Plains, NY. Pearson Education.
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