My Journey to Self-Evaluation - TESL 0140
Journal Entry - January 14, 2019
TESL 0140 - Assessment and Evaluation - Assignment #3 - Self Evaluation
Activity: My Learning Plan
This is how I intend to conduct my learning for this course. While I have some experience with assessment, I don't have any pertaining to assessment of language ability. My goals, therefore, are to learn how to choose methodology and learn how to develop assessment activities that pertain to language acquisition. Also, I am interested in learning how to evaluate my assessment tools and where self-evaluation has its role in language learning. And finally, I intend on learning how to give and receive effective feedback as it relates to error correction and evaluation.
TESL 0140 - Assessment and Evaluation - Assignment #3 - Self Evaluation
Activity: My Learning Plan
This is how I intend to conduct my learning for this course. While I have some experience with assessment, I don't have any pertaining to assessment of language ability. My goals, therefore, are to learn how to choose methodology and learn how to develop assessment activities that pertain to language acquisition. Also, I am interested in learning how to evaluate my assessment tools and where self-evaluation has its role in language learning. And finally, I intend on learning how to give and receive effective feedback as it relates to error correction and evaluation.
What is my Goal for the Course
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How will I learn it?
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How will I know I’ve achieved it?
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How will I demonstrate that I’ve learned it?
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Notes
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Learn how to choose appropriate assessment tools that will address needs as they pertain to language
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Read the course material
Participate in the forum discussion
Ask lots of questions
Conduct online research
Complete assignments
Access my PLN
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-I will understand how to choose an activity that will assess the area in which I need information about.
- I will know whether or not the assessment I chose is actually providing the needed information.
- speaking with other students in the discussion board
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I will answer the questions in the discussion board and engage other students in conversation about these discussions.
I will complete my self-assessment using the knowledge that I’ve obtained
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I will complete some part of each unit every day, time permitting.
I will not try and rush through each of the units but take time to read and thoroughly understand each concept.
I will ask questions.
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Learn how to develop assessment/evaluations to find pertinent information.
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I will know what type of assessment is needed and be able to create an activity that elicits the information.
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I will complete my 4thassignment using appropriate assessment and evaluation methods in a lesson plan.
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Learn about corrective feedback and error correction methods
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I will know how to give corrective feedback in an effective way. I will know how and when to give direct feedback, indirect feedback, group feedback.
I will know how to use error correction methods responsibly and effectively
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I will use an evaluation method appropriately in the final assignment.
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Journal Entry - January 27, 2019
This week's unit covered formative vs summative assessments and portfolio based assessment strategies. Brown and Lee (2015) states that the assessments themselves are not summative or formative, but the purpose for which one uses an assessment determines how it will be used.
Formative assessment is used throughout the learning process and the purpose of this assessment is to provide information about the learning process. ie: are the students understanding the material, which students are not grasping the concepts. Formative assessments provide the basis by which students may set goals for their ongoing study and will help students to "form their language learning process in the coming days or weeks". (Brown and Lee, 2015). It can take form of either peer or self assessments where students can provide each other and themselves with feedback about what concepts they need to work on, and what difficulties they're having. Important things about formative assessments is that it needs to be useful and informative with potential for useful feedback and error correction. Therefore simple marks that don't point the student in the right direction are not helpful. Examples of formative assessment are checklists for teachers, peer assessment after a lesson, self assessment after a lesson or unit. Formative assessment is often described as "assessment for learning" and can be used a tool in the process.
Summative assessments serve the purpose of "summing up" what the students can perform. They are typically used at the end of a unit or lesson to demonstrate what the student has learned. Examples of summative assessment are end of unit tests, placement tests, or final exams.(Brown and Lee, 2015)
Summative assessments provide the teacher with proof of what the students have learned and are used for grading and are often compared to some sort of standard be that in class, city-wide or province-wide or national-wide. Some tasks that can be used as summative assessment are Performance Tasks - Students are asked to complete a task that will test a specific task and/or ability and what the students are capable of is determined by a rubric, checklist or other type of scoring guide. (Bilash, O., 2011), Written Product - students are asked to write an original selection. A written form (such as grocery lists, coupons, books covers, summaries) and a rubric, checklist or other scoring guideline would accompany this task, Oral Product - Students are asked to produce an oral piece of work (such as a presentation) and a rubric, checklist or scoring guide is used, a Test - students take a test at the end of a unit, lesson, chapter, theme etc or a Standardized Test - a student taking a standardized test is now compared to a other students who take the same tests. These tests are graded and students are rated in relation an ie: provincial standard. Summative assessments are often referred to as an "assessment of learning" and is used as a means to evaluate. NB - it is also important to note that summative assessment can also be used as a tool for learning as student grades can provide FB and point students to areas that need work.
Portfolio based assessment is described as a "purposeful collection of students" work that demonstrates to students and others their efforts, progress, and achievements in given areas." (Brown and Lee, 2015). Portfolios can contain just about any work that students do that shows their learning including essays, video or audio recordings of students oral production, journals, and assignments. It is important that students know why they are asked to keep a portfolio so it can be the end point for the students work throughout the learning process. Also, as teacher, we need to keep the purpose of the portfolio in mind and provide feedback that pertains to that purpose. Online portfolios are great tools for sharing information and for utilizing technology to access audio and visual supplementations.
The biggest take-home message here is that it's not the actual assessment that determines whether it is summative or formative, it is the way in which the assessment is being used that is the determinant. Thus it is the PURPOSE that guides assessment development and choice.
Activity: My self evaluation will be a summative assessment of how I have achieved my goal. I've needed to tweak my goal a bit to include 'purpose' therefore my goal has become: learning how to develop purposeful assessment/evaluations to find pertinent information.
To provide myself with a score, I will use a simple Holistic rubric with scoring 1-4, where 1 is "not at all" and 4 is "excellent".
Resources:
Bilash, O. (2011, May). Summative Assessment. Retrived from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/summativeassess.html
Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (Rev. 4th ed.). Upper Saddle River: Pearson Education.
Journal Entry - February 6, 2019
Unit three in the TESL 0140 course takes about how we assess what should be assessed. It discusses the differences between receptive and productive tasks and how to develop them and also to explore the validity of a test and how it changes in different contexts.
Receptive skills in ESL are reading and listening. Teachers are tasked with assessing how a student receives information through that they've read and what they've heard. Assessing receptive skills are somewhat more clear for teachers as they are in control of what information they'd like the students to demonstrate and can therefore design assessments that address that information. It's important, however, to ensure that our assessments are not too cognitively taxing ie: demand a lot of writing or speaking for producing the answers, as your assessment becomes at risk of not actually testing the receptive skills you've set out to test.
Productive skills are speaking and writing, where teachers are charged with assessing a student's speech output or written output. Assessment can be more challenging as a teachers they are not in control of the students productive output and therefore need to use a rubric designed to grade/rate what has been produced based on predetermined, and often shared, criterion.
Test Development
In both cases, our assessments need to actually assess what we want them to, and this is where we look at test validity, reliability, authenticity and washback. I have a hard time wrapping my head around just what validity is and therefore have done some online research to find a definition that I understand. I like these definitions below from a blog called An ELT Notebook: An ELT Glossary because it is in simple terms and gives a great example.
Construct Validity:
This week's unit covered formative vs summative assessments and portfolio based assessment strategies. Brown and Lee (2015) states that the assessments themselves are not summative or formative, but the purpose for which one uses an assessment determines how it will be used.
Formative assessment is used throughout the learning process and the purpose of this assessment is to provide information about the learning process. ie: are the students understanding the material, which students are not grasping the concepts. Formative assessments provide the basis by which students may set goals for their ongoing study and will help students to "form their language learning process in the coming days or weeks". (Brown and Lee, 2015). It can take form of either peer or self assessments where students can provide each other and themselves with feedback about what concepts they need to work on, and what difficulties they're having. Important things about formative assessments is that it needs to be useful and informative with potential for useful feedback and error correction. Therefore simple marks that don't point the student in the right direction are not helpful. Examples of formative assessment are checklists for teachers, peer assessment after a lesson, self assessment after a lesson or unit. Formative assessment is often described as "assessment for learning" and can be used a tool in the process.
Summative assessments serve the purpose of "summing up" what the students can perform. They are typically used at the end of a unit or lesson to demonstrate what the student has learned. Examples of summative assessment are end of unit tests, placement tests, or final exams.(Brown and Lee, 2015)
Summative assessments provide the teacher with proof of what the students have learned and are used for grading and are often compared to some sort of standard be that in class, city-wide or province-wide or national-wide. Some tasks that can be used as summative assessment are Performance Tasks - Students are asked to complete a task that will test a specific task and/or ability and what the students are capable of is determined by a rubric, checklist or other type of scoring guide. (Bilash, O., 2011), Written Product - students are asked to write an original selection. A written form (such as grocery lists, coupons, books covers, summaries) and a rubric, checklist or other scoring guideline would accompany this task, Oral Product - Students are asked to produce an oral piece of work (such as a presentation) and a rubric, checklist or scoring guide is used, a Test - students take a test at the end of a unit, lesson, chapter, theme etc or a Standardized Test - a student taking a standardized test is now compared to a other students who take the same tests. These tests are graded and students are rated in relation an ie: provincial standard. Summative assessments are often referred to as an "assessment of learning" and is used as a means to evaluate. NB - it is also important to note that summative assessment can also be used as a tool for learning as student grades can provide FB and point students to areas that need work.
Portfolio based assessment is described as a "purposeful collection of students" work that demonstrates to students and others their efforts, progress, and achievements in given areas." (Brown and Lee, 2015). Portfolios can contain just about any work that students do that shows their learning including essays, video or audio recordings of students oral production, journals, and assignments. It is important that students know why they are asked to keep a portfolio so it can be the end point for the students work throughout the learning process. Also, as teacher, we need to keep the purpose of the portfolio in mind and provide feedback that pertains to that purpose. Online portfolios are great tools for sharing information and for utilizing technology to access audio and visual supplementations.
The biggest take-home message here is that it's not the actual assessment that determines whether it is summative or formative, it is the way in which the assessment is being used that is the determinant. Thus it is the PURPOSE that guides assessment development and choice.
Activity: My self evaluation will be a summative assessment of how I have achieved my goal. I've needed to tweak my goal a bit to include 'purpose' therefore my goal has become: learning how to develop purposeful assessment/evaluations to find pertinent information.
To provide myself with a score, I will use a simple Holistic rubric with scoring 1-4, where 1 is "not at all" and 4 is "excellent".
Resources:
Bilash, O. (2011, May). Summative Assessment. Retrived from https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/summativeassess.html
Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (Rev. 4th ed.). Upper Saddle River: Pearson Education.
Journal Entry - February 6, 2019
Unit three in the TESL 0140 course takes about how we assess what should be assessed. It discusses the differences between receptive and productive tasks and how to develop them and also to explore the validity of a test and how it changes in different contexts.
Receptive skills in ESL are reading and listening. Teachers are tasked with assessing how a student receives information through that they've read and what they've heard. Assessing receptive skills are somewhat more clear for teachers as they are in control of what information they'd like the students to demonstrate and can therefore design assessments that address that information. It's important, however, to ensure that our assessments are not too cognitively taxing ie: demand a lot of writing or speaking for producing the answers, as your assessment becomes at risk of not actually testing the receptive skills you've set out to test.
Productive skills are speaking and writing, where teachers are charged with assessing a student's speech output or written output. Assessment can be more challenging as a teachers they are not in control of the students productive output and therefore need to use a rubric designed to grade/rate what has been produced based on predetermined, and often shared, criterion.
Test Development
In both cases, our assessments need to actually assess what we want them to, and this is where we look at test validity, reliability, authenticity and washback. I have a hard time wrapping my head around just what validity is and therefore have done some online research to find a definition that I understand. I like these definitions below from a blog called An ELT Notebook: An ELT Glossary because it is in simple terms and gives a great example.
Construct Validity:
- Definition : A quality of an effective test. If a language test has construct validity, it reflects an accepted theory of language use and tests only the sub-skills/competencies that would naturally be involved.
- Example : Dictation as a test of listening comprehension lacks construct validity as a) it involves a number of skills not generally needed when listening - ie the ability to retain the exact words used, the ability to write and to spell; b) it is generally carried out under conditions which are quite different to those generally required when listening - the words being dictated are repeated more than once,; they are pronounced clearly and slowly; they are delivered in short chunks etc. This is quite different from the normal listening situation where the listener has to decode the stream of speech in real time, hears it once only etc
Content validity is a test quality concerned with whether the test under consideration tests only what has been covered in the preceding course (for progress tests), the preceding course syllabus (for achievement tests) or test specification (for proficiency tests).
Examples :
Examples :
- in their course, the learners have been studying the present continuous for ongoing present events, These are included in their progress test, but the reading comprehension also includes several examples of the present continuous used to express future arrangements - and tests learners on their understanding of this. This test lacks content validity.
- a professional qualification for language teachers has a methodology syllabus which consists of 100 items. In the written exam which they sit, they are asked about something which is not included in the syllabus. This test lacks content validity.
Reliability: The consistency in which the assessment is conducted. ie: ensuring reliability can be done in the following ways: 1.) How the instructions are delivered 2.) The question design - how clear are the questions, 3.) Consistency in the assessment environment, 4.) Is the scoring extremely subjective or is it objective enough to be a reliable evaluation.
Authenticity: how closely the task mirrors the actual tasks the learners will encounter.
Washback: Is there room for interactive feedback or results that will provide students with information about their abilities or where they need work?
Activity: My self evaluation needs to be valid and reliable and authentic and provide wash back in order for it to be useful. Lets do some analysis:
Goal: learning how to develop purposeful assessment/evaluations to find pertinent information.
In order to create a valid assessment, I will need to make sure that my rubric actually assesses what my goal is. Therefore, my rubric needs to show that I:
1. have learned how to develop purposeful assessments/evaluations
2. The assessments/evaluations are assessing what they are meant to assess.
Ways in which I can demonstrate these skills are as follows:
a. Participation in the discussion forum and demonstrating my understanding of the
1. Purpose of assessment.
2. Validity, reliability and
3. Authenticity.
b. Demonstrates development of a purposeful assessment. (assignment #3 and #4)
c. Completes quizzes and obtains scores. Makes corrections as necessary.
Journal Entry - February 9, 2019
This assignment really makes my mind spin and really outlines the importance of being specific with what you are assessing and for what purpose. I need to remind myself that I am creating an assessment to measure my attainment of my specific goal, and not the course, or the activity. The idea of creating an assessment for assessment is mind boggling to begin with and I keep switching between what I need to assess, and what I need to include in my assessment so as to address what I will be assessed on in this assignment. Alas, I need to remind myself of the initial goal.
Initially I had phrased my goal as follows: Learn how to develop assessment/evaluations to find pertinent information. But after working through the units, I have made a small change to the wording to broaden the goal to encapsulate the validity, reliability and authenticity of assessments as well. Therefore, my new goal has become:
Student: Stephanie Schultz
Goal: To learn how to develop purposeful assessments/evaluations that assess what is intended.
Rubric Type: Holistic Rubric
Purpose: Summative assessment. This assessment serves to score and measure my attainment of the above mentioned goal.
Journal Entry - February 9, 2019
This assignment really makes my mind spin and really outlines the importance of being specific with what you are assessing and for what purpose. I need to remind myself that I am creating an assessment to measure my attainment of my specific goal, and not the course, or the activity. The idea of creating an assessment for assessment is mind boggling to begin with and I keep switching between what I need to assess, and what I need to include in my assessment so as to address what I will be assessed on in this assignment. Alas, I need to remind myself of the initial goal.
Initially I had phrased my goal as follows: Learn how to develop assessment/evaluations to find pertinent information. But after working through the units, I have made a small change to the wording to broaden the goal to encapsulate the validity, reliability and authenticity of assessments as well. Therefore, my new goal has become:
Goal: Learn how to develop purposeful assessments evaluations that assess what is intended.
Originally in my Learning Plan, there were some redundancies with respect to how I would demonstrate my achievement of the goal. Therefore, my rubric has been scaled down to only include those ways in which I will be able to assess my progress within the constructs of the online format here. I've decided to use the discussion forum, the quizzes and the assignments for assessment.
TESL - 0140 - Assessment and Evaluation - Activity #3 - Self Evaluation
Student: Stephanie Schultz
Goal: To learn how to develop purposeful assessments/evaluations that assess what is intended.
Rubric Type: Holistic Rubric
Purpose: Summative assessment. This assessment serves to score and measure my attainment of the above mentioned goal.
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2
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3
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4
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Participation in forum Discussion
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- Students is vague and very inconsistent with demonstrating an understandingof course content
- Student does not follow the netiquetteguidelines
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- Student demonstrates minimal understandingof the forum questions.
- Posts include only minimal support or justificationfor opinions expressed.
- Student has limited consideration for netiquette guidelines.
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- Student posts are mostly punctual and demonstrate an adequate understanding of course content.
- Posts include justification and support for opinions expressed.
- Students follows the netiquetteguidelines.
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- Student posts are punctual and demonstrate a solid understanding of course content.
- Student includes careful and detailed justification and support for opinions expressed.
- Student follows the netiquetteguidelines in the forum discussions.
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Assignment #3 – Self Evaluation
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- Assignment #3 is incomplete
- It does not demonstrate the purpose of assessment
- Assessment not relevant or valid
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- Student demonstrate a purpose of assessment
- Assessment is scorable
- Student demonstrates new knowledge, however, may not relate this knowledge to the assignment
- Self-Evaluation addresses only part of the goal
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- Student assessment purpose is clear
- Assessment is scorable
- Student demonstrates clear understanding of new knowledge and shows some indication of examination, appraisal, comparison and planning for new action
- Self-Evaluation addresses the goal.
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- Student assessment purpose is clear
- Assessment is scorable
- Student demonstrates a clear understanding of new knowledge and is able to adjust work to accommodate it
- Students work is insightful and clearly shows the students learning process. Goal is addressed well
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Assignment #4
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- Assignment #4 is incomplete or not handed in
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- Assignment parts are complete
- Assignment requirements are at times unclear
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- Assignment requirements are met and clear.
- Students’ lesson plan and rubric are complete and valid
- Student demonstrated basic knowledge of formative and summative assessment
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- Assignments requirements are met and clear
- Lesson plan and rubric are complete and valid
- Student demonstrated excellent knowledge of formative and summative assessment as it pertains to the activities provided
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Quizzes
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- Quizzes are incomplete
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- Quizzes were attempted but never revisited to make corrections
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- Quizzes were complete and some were revisited, and some corrections were made
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- Quizzes were complete and all were revisited, and all corrections were made.
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Resources: ELT Notebook. An ELT Glossary. [Blog Post]. retrieved from http://eltnotebook.blogspot.com/2012/01/an-elt-glossary-content-validity.html and http://eltnotebook.blogspot.com/2010/11/an-elt-glossary-construct-validity.html
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