Project Based Learning

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From the course by Arizona State University

Assessing Achievement with the ELL in Mind

57 оценки

Arizona State University

Assessing Achievement with the ELL in Mind

57 оценки

Course 2 of 4 in the 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

From the lesson

Project Based Assessment with the ELL in Mind

Welcome to week 5 of the course! We are excited to focus on project based assessment in this module and the many benefits it can have when assessing ELLs. By the end of this module, you will be able to: understand the impact of project and task-based learning and assessment, align project and task-based assessment to learning and language outcomes, design project and task-based assessments, use scaffolding strategies for project and task based assessment, use revision in project and task-based projects as a means of encouraging summative assessment grades. Let's get started!

Project Based Learning3:52

Project Based Assessment3:29

Meet the Instructors

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 the ELL in mind, and

a warm welcome to module five.

In the previous modules we looked in depth at various types of formative and

summative assessments, as well as authentic assessments and

grading with the ELL in mind.

Module five discusses project based learning and assessment,

and the ways in which it can benefit ELL's.

Our first video in module five gives a brief overview of project based learning.

Project based learning is a teaching methodology used to

actively engage students in worthwhile learning activities within the classroom.

This type of teaching methodology can provide authentic learning experiences for

students within the classroom by using lessons,

activities, and assessments that are applicable to real-life demands.

Project based learning allows students to explore real world problems and

challenges, while designing effective solutions.

Why do we use project based learning?

First and foremost, it's more engaging for students.

As the projects or tasks are often innovative and exciting for the students.

Project based learning offers deeper understanding of content

as the students are not just memorizing something in the content area.

But they are actually exploring a challenge or

an issue within that content area.

And really making an effort to understand it from a variety of perspectives.

Project based learning prepares students with skills for real world application.

It incorporates technology both in the design of the project or activity, and

the student's display of the final product.

Project based learning offers opportunities for authentic communication

and language use within the content area, which is essential for our ELLs.

And finally, project based learning promotes learner autonomy,

in that it often presents students with a broad prompt, or

a broad topic to research, and create something within that content area.

John Thomas presents five criteria for project based learning.

The first criteria is that projects are central to the curriculum and

not peripheral to it.

In other words, it's not something that is done at the end, but

rather throughout the curriculum, either in a unit or a course.

The second criteria for project based learning,

is that learning is focused on questions or problems that drive students to

encounter and struggle with the central concepts and principles of a discipline.

Again, we're tapping into that very deep critical knowledge of a content area,

which can often present struggles.

But through acknowledging and working within those struggles,

students can encounter deep understanding.

The third criteria of project based learning,

is that projects involve students in a constructive investigation.

They have unique opportunities to develop a plan for research, and

then delve into discovery.

The fourth is that projects are student-driven to some significant degree.

Students drive the investigation and

the creation of a project, based on their own interests, knowledge, and questions.

And the final criteria for project based learning is that projects are realistic,

and not necessarily school-like.

They have real life applicability.

All of these criteria are important for our ELLs,

as we continually try to encourage them to use language in authentic and

real world situations as they master content.

In the next video, we will take a look at project based assessment, and

how that benefits our ELLS.

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