Performance-Based, Portfolio, Nonverbal Assessment Strategies - Essay Example

? Who Is Living In Your Backyard? Number: Who Is Living In Your Backyard? Informal assessments (also referred to as alternative or authentic assessments) permit educators to track the unending progress of their learners often and regularly (Colorado, 2007). While regular tests measure learners at a specific point of the year, regular assessments offer constant views of where learners are all through the academic year. By utilizing informal assessments, educators can target learners’ precise problem areas, adjust instruction, and intercede earlier before it is too late. Constant assessments are mainly significant for English language learners (ELLs). Regular tests in English do not normally echo ELLs' true content abilities or knowledge. However, informal assessments can offer a better-rounded image of their abilities, skills and ongoing progress. The No Child Left Behind act agitates that thorough records should be maintained on the growth of ELLs (Colorado, 2007). Storing these records will make it much easier when questions of grading, program placement and special services arise. There are two normally used informal techniques: portfolio assessment and performance-based assessment. Both techniques make use of typical classroom events to measure growth towards curricular objectives and goals. These actions can be witnessed and recorded by educator observation, as well as student self-assessment. This paper will explain at least three informal language proficiency instruments an educator can use in his/her classroom to determine Maria’s level of comprehension. It will also analyze how the content and purpose of each one is different and what each measure. Finally, the paper will describe how an educator can use these three instruments to guide his/her instructions. Performance-Based Assessments Performance-based assessments are rooted in classroom instructions, as well as everyday tasks (Tannenbaum, 2009). An educator can utilize performance-based assessments to evaluate ELLs' language proficiency, as well as academic success, through presentations, oral reports, written assignments, demonstrations, as well as portfolios. These assessments can comprise of both products (e.g., group projects) and processes (e.g., numerous drafts of a writing sample). An educator can use observation checklists and scoring rubrics to assess and grade his/her students. These tools can help in aiding ELLs' growth over a short period of time (Colorado, 2007). When using performance-based assessments, it is vital to set up clear and fair criteria from the start. It may be useful to develop these criteria together with other specialists or teachers at the school (Colorado, 2007). Performance-based assessments encourage a broad range of responses. They normally do not generate one single, accurate answer. Hence, evaluation of learner performances and products should be rooted in a teacher’s judgment, using the criteria set for each and every task. An educator can develop assessment actions, which are specified to his/her ELLs' level of English understanding. Performance-based assessment actions can center on reading or oral communication. Some of the activities comprise of: reading in groups, narrating tales, role playing, providing descriptions using visual prompts, telling a tale through a sequence of a couple of pictures, completing dialogue through visual prompts, debating, brainstorming, playing games and completing incomplete stories. When using performance-based assessments with intermediate and beginner English proficiency level, it is advisable to assess less than three items at a time (Tannenbaum, 2009). For instance, during role play, an educator might assess the learner’s abilities to reply to "where" and "what" questions; respond to clarification and read telephone numbers or addresses. Portfolio Assessments Portfolios are convenient ways of evaluating student work all through the academic year. With this method, an educator can thoroughly collect evocative records of an array of student work over time, which echoes growth toward the accomplishment of specific curricular goals. Portfolios comprise of sample work, information and evaluations, which serve as pointers of student performance (Colorado, 2007). Through documenting student daily-performance over time, portfolios are the most convenient way to assess student progress compared to just one measure alone. Portfolios can comprise of: pieces of written student work (completed forms, stories, descriptions and exercise sheets), drawings portraying student proficiencies and content knowledge, videos of oral work (such as presentations, role-playing, or a field- trip), educator descriptions of learner achievements and, finally, checklists, formal test data and rating sheets. Nonverbal Assessment Strategies A nonverbal assessment includes physical demonstration. In order to communicate academic ideas devoid of any speech, learners can point or utilize other gestures (Tannenbaum, 2009). Also, they can be requested to perform practical tasks or act out concepts, events or vocabulary. As an understanding check in on a course about Native Americans, for instance, educators can ask learners to respond with thumbs down, thumbs up, other nonverbal cues to indicate true or false lines or indicate whether the teacher has clustered illustrations (of food, homes, environment and clothing among others) under the right tribe name. The educator can make use of a checklist to record learner responses over time. In order to bring forth content knowledge without wanting learners to speak or write, educators can request them to create and manipulate graphs, drawings, models, dioramas and charts. When learning about Colonial America, for instance, educators can give learners a map or sketch of the colonies, as well as labels, with the name tags of the regions (Tannenbaum, 2009). Learners can then try to place the labels with their name tags in the proper locations. This labeling action can be used across the course with webs, diagrams and illustrations. How to Use These Three Instruments to Guide Instruction English Language Learners are required to learn grade level academic content even if they are still in the procedure of learning English (Annenberg Foundation, 2013). Even though, ELLs are at the start or intermediate level of English language growth, an educator can still use ELLs’ thinking capacity and challenge them or use other content knowledge activities. ELLs require an educator’s help to put into practice their critical thinking skills (comprehension, knowledge, analysis, synthesis, evaluation and application) so as to be successful in school during each and every stage of English language growth. Therefore, after acquiring the assessment information in an ELL student, an educator should analyze the assessment samples to decide the learner’s strengths and needs (Annenberg Foundation, 2013). An educator should use the assessment information to plan succeeding instruction to aid the student's learning. From the assessment data, the educator should identify the areas of writing and reading in which the learner needs different or extra practice. For instance, if the learner’s oral reading fluency is strong, the educator should plan activities to enhance fluency with simple texts. Finally, if the learner has complexity recalling and understanding elements of stories, the educator should select texts with a vivid story structure (Annenberg Foundation, 2013). The educator should develop lessons, which center on story elements. It is vital to provide simple story maps for the learner to outline the significant information. References Annenberg Foundation. (2013). Use assessment to plan instruction. Retrieved from http://www.learner.org/workshops/readingk2/session7/piip2.html Colorado, C. (2007). Using informal assessments for English language learners. Retrieved from http://www.colorincolorado.org/educators/assessment/informal/ Tannenbaum, J. (2009). Practical ideas on alternative assessment for ESL students. Retrieved from http://www.jogtheweb.com/run/ChHC8XtNXebw/Informal-Assessments-for-English-Language-Learners#1 Read More