Module-SEI 105 Formal and Informal Assessments Amphi High School Location: Portable 1 Katherine Engel-AHS firstname.lastname@example.org Mary Jo Jacoby- Nash email@example.com Module Description: During the session, participants will • review terms related to assessment • discuss controversial issues of assessment and grading • examine students’ special needs • assess ELLs’ (English Language Learners’) language proficiency levels and create population descriptions • develop a student self-evaluation rubric • amend three or more alternative assessment types while applying research recommended criteria for alternative assessments. Module Objectives: Content Objective: Design alternative assessments for ELLs. Language Objective: Participants will discuss a variety of alternative assessments. Items for Portfolio: • 3 or more alternative assessment pieces • Sample AZELLA Student Reports • A reflection • A student self-evaluation • SEI 105 Certificate of Training Assignments: Please, bring the following items to Module 105: 1) Sample class assessments, quizzes, finals, etc. Choose the ones that correspond to lesson plans, strategies, or modifications that you will be doing in other modules. 2) A reflection on readings for module 105. May be found on Language Acquisition website. Module Readings: Please, choose one of the following three resources to read and reflect on: 1) What Does Research Say About Assessment? http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm Educational theory behind assessment that discusses characteristics of good assessment, trends in assessment, issues of equity, includes resources and a glossary. R.J. Dietel, J.L. Herman, and R.A. Knuth NCREL, Oak Brook, 1991 2) Alternative Assessment http://www.essentialschools.org/cs/resources/view/ces_res/127 A Coalition of Essential Schools website that provides an overview of alternative assessment approaches, tips for managing an assessment system, a checklist for evaluating the teacher’s current assessment practices. Other relevant topics can be found through the search of the site. 3) Assessing English Language Learners Walter, Teresa. Teaching English Language Learners. The How-to Handbook NY: Longman, 2004. Chapter 5 Assessment and Evaluation, p.p. 116-127. The Assessment chapter from the book can be downloaded from the District Language Acquisition site, SEI 105 Module. It covers basic principles of assessment as NCLB views them and a variety of assessment tools, including portfolios and self-assessment. Reflection Outline: 1) What did you learn about assessment? 2) How can you apply this information? (Include one or two specific ideas.) 3) What else do you want to know about assessment? Assignment for Non-teaching Professionals A non-teaching professional may work independently or together with a teaching partner and complete the same assignments. Expectations for Participants 1. To come to each module prepared, having completed the readings and required assignments on time. 2. To keep “side bar” conversations to a minimum. 3. To come to each module on time and to stay the entire time. 4. To respect the diversity of experiences and perspectives brought to the modules in order to foster a positive risk-taking environment. 5. To turn all electronic devices and cell phones to silent mode. 6. To have all outside work/reading materials put away during the modules. 7. To participate in class discussion, activities and learning events in these modules.
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