Empowering through Peer and Self-Assessment

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Из курса от партнера Arizona State University

Assessing Achievement with the ELL in Mind

59 оценок

Arizona State University

Assessing Achievement with the ELL in Mind

59 оценок

Курс 2 из 4 — Specialization ELL Success in the Content Classroom: Teacher Toolbox Series

In this course, you will learn how to design assessments around the needs of your ELL students and their language level. You will learn how to incorporate language and content requirements for both formative and summative assessment types. You will learn to assess your ELL students through the use of project and task-based assignments. You will learn to use and modify rubrics to align to and measure student achievement of your language and content learning objectives. The course will also briefly cover strategies for supporting ELL students during standardized testing. Upon completing this course, you will be able to: * Conceptualize theories of authentic assessment as they apply to second language learners * Design formative assessment types incorporating language and content objectives * Design summative assessment types incorporating language and content objectives * Incorporate project and task-based assignments as assessment tools for ELLs * Design rubrics that align to language and content objectives for your ELL(s) * Apply the use of rubrics, both language and content, to the work of your ELL(s). * Support your ELL(s) as they participate in standardized testing

Из урока

Grading with the ELL in Mind

Welcome to week 4 of the course! This module covers the hot topic of grading and the many ways that ELLs are impacted by grading. By the end of this module, you will be able to use peer-and self-assessment strategies specified for your content classroom, design rubrics for peer-and self-assessment specified for your content classroom and/or lesson, design rubrics appropriate for assessment of content and necessary language objectives for your ELL, identify appropriate use of linguistic error correction in assessment. Let's get started!

Empowering through Peer and Self-Assessment4:09

Peer and Self-Assessent Strategies5:21

Познакомьтесь с преподавателями

Claire McLaughlin
Senior International Educator
Arizona State University
Ellen Manos
Senior International Educator
Arizona State University

[MUSIC]

Hi, and welcome back to Assessing Achievement with ELL in mind.

We are happy to welcome you to Module 4, grading with the ELL in mind.

In this module, we are going to cover a variety of ways for

providing feedback and grades for your ELLs in the content area and

in the area of their language development.

The first lesson in module four is going to discuss using peer and

self-assessment in the content classroom as a way to provide evaluation for

your ELL in the content area and their language development.

Our first lesson is going to discuss empowering students

through the use of peer and self assessment.

When thinking about peer and

self assessments consider it as giving students an opportunity

to understand what they are learning, and how to demonstrate that learning.

And then providing them with an opportunity for

greater progress in specific content areas.

Peer assessment gives learners the opportunity to assess each other and

to give each other feedback.

In peer assessment, the learners are referring to specific criteria or

a teacher provided rubric.

In effect, this leads the student to be better at self assessment and

that they are applying the criteria and

what they deem as quality work seen in others to their own ideas in work.

Peer assessment can be carried out through discussions, through the applications of

rubrics supplied by the teacher or through checklists, also supplied by the teacher.

Self assessment gives the learner and

opportunity to assess their own progress within a content area or

language development and it allows learners to evaluate their own work.

Similar to peer assessment, self assessment should be carried out through

checklists, or it can be done orally through interview techniques or

through written descriptions.

Peer and self-assessments should be framed by a shared vision.

Students should be setting their own goals for learning and

language development upfront within a class.

Portfolios can also be used to successfully implement peer and

self assessment.

All the students need to know the learning outcomes before doing any sort of peer or

self assessment.

They need to know the criteria for what they are assessing.

For example, are they providing feedback on a specific aspect of a lesson or

an assignment?

Are they providing feedback on language?

Expectations should be clear.

Parent self assessment needs to be modeled quite extensively prior to students

actually engaging in those types of assessments.

You want to make sure you are cultivating a safe environment for

this type of assessment.

And by modeling and providing practice before sending students off to

complete peer and self-assessment, you can do that.

And finally, you,

as the teacher, need to provide feedback on the peer and self-assessment.

So students know their level of success within these two types of assessment,

and are able to see clearly the fruits of their labors.

Students can use peer and self assessment to inform their final product.

Finally, some of the benefits of peer and self assessment,

include giving students the opportunity for revision of their own work.

And giving students an opportunity to reflect on their learning process.

Of course, in peer and

self assessment, we know that conversations about work will be elicited.

And finally students will become more autonomous in their own learning

as they assess themselves and their peers and see the high quality of work.

It is important to provide opportunities to students for peer and self assessment,

even informally.

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