PHÒNG GD&ĐT CƯ KUIN CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

Độc lập – Tự do – Hạnh phúc

Cư kuin, ngày 06 tháng 9 năm 2018

NỘI DUNG TẬP HUẤN HÈ 2018-2019

BỘ MÔN : TIẾNG ANH THCS
 Part1:Formative Assessment for L2
Learning
• Handout 1: Fostering Deep Learning Using the Three Assessment Approaches (Berry- 2004)
In recent years, there has been a much wider recognition of the usefulness of assessment
in helping students learn. Different schools of thought on assessment have been
developed regarding the three approaches of assessment: Assessment of Learning (AoL),
Assessment for Learning (AfL), and Assessment as Learning (AaL).

AoL, commonly associated with external exams and internal formal tests, is assessment
which collects evidence for summative judgement of students’ performance. AoL occurs
when teachers use evidence of student learning to make judgements on student
achievement against goals and standards, or through comparison to norms. The feedback
to students usually comes in the form of marks or grades, which usually represent only
the proportion of items answered correctly, or a judgement of the level of the work
compared against some standard. Typically, there is little direction or advice for
improvement. For many students, and parents and schools, the message this sends is that
the purpose of learning is meeting the test requirements and getting good grades. Too
often, tests and exams are set so that the challenge is focused on checking whether
students can reproduce the learning bits based on memorization. This kind of learning
does not need much deep thinking and accordingly falls into the category of surface
learning. While testing is still a dominant mode in most education systems worldwide,
the question should be raised about what can be done to make the AoL approach more
useful for teaching and learning. From the perspectives of curriculum, AoL usually refers
to assessment strategies (e.g. tests and exams) designed to confirm what students know,
demonstrate whether or not they have met curriculum outcomes or the goals of their
individualized programmes, or to certify proficiency and make decisions about students’
future programmes or placements (Manitoba Education, Citizenship and Youth, 2006).

It is, however, possible to use the information collected from summative tests for
formative uses. The results of the students’ performances could be used for curriculum
modification and curriculum planning. Questions in the tests could be set so that students’
higher order thinking will be challenged. For example, in the US, most large scale
assessments feature multiple-choice test items that focus on student understanding,
reasoning and application of knowledge. These assessments are increasingly being
aligned with state-adopted content standards, and the results of the assessments are
shared with school personnel and teachers, allowing them to identify areas where
improvements in instructional emphasis may be needed. For places which take tests and
exams very seriously, this way of setting exam papers could produce a positive wash-
back effect. To meet this new exam requirement, attention will have to be given to
developing students’ deep learning. The issue of how test papers can be designed to
arouse deep learning is revisited in Chapter 4.

AfL opens more opportunities for deep learning than does AoL. It shifts the emphasis
from summative to formative assessment, from making judgements to creating
descriptions that can be used in the service of the next stage of learning (Earl, 2003).
Teachers give quality feedback to students and students are expected to take learning on
board. They need to think through the feedback and make relevant changes. AfL holds
the key to good teaching. It offers an alternative or additional perspective to traditional
assessment in schools. It is usually informal but can be formal, embedded in all aspects of
teaching and learning, and conducted by different teachers as part of their own diverse
and individual teaching styles. It happens in the middle of learning, often more than once,
rather than at the end. The learning and assessment process is interactive, teachers
providing assistance as part of the assessment. It helps teachers provide the feedback to
scaffold next steps (Black et al., 2003; Earl, 2003). AfL can assist curriculum planning.
During teaching, teachers collect a wide range of information through different
assessment means. The information collected will shed some light on their short-term
planning. Teachers will then modify their teaching, for example, by making alterations to
the current materials and instructional activities.

AaL gives the responsibility for learning to the students and encourages and demands
deep learning on the part of the students. This approach emphasizes assessment as a
process of meta-cognition for students. Students are their own assessors and they
personally monitor and critically review what they are learning. With this monitoring and
critical review, they make adjustments, adaptations, and even major changes to what they
understand. They may alter their current learning goals and make plans for the new
targets of learning. Even though AaL puts students right under the spotlight of learning,
teachers can play an important role in making this approach work. Teaching plans will
have to allow opportunities for students to self-assess and peer-assess, which can be used
optionally with teacher -led assessment and types of assessment used by the school.
Gradually, students will grasp the art of monitoring and reflecting on their own learning,
as well as being more able to plan for new learning actions for their own benefit.
Each of the three assessment approaches has its own specific contribution to student
learning. Keeping abreast of their strengths will certainly help inform instruction. It is
important to know that the three approaches are not in direct conflict with one another.
Each has specific functions. With a well-thought-out assessment plan, the three
approaches can certainly work harmoniously to help students learn.
 Handout 2
Table 3.1. Comparison of the characteristics of the three assessment approaches: AoL, AfL, and AaL
AoL AfL AaL

General description

Validity and reliability

Functions

Focuses of assessment
 ASSESSMENT APROACHES

1. This approach collects information during learning for the purpose of making
decisions on what kinds of actions are needed to help improve teaching and learning.

2. * Measures learning outcomes.

* Checks progress against standards.

* Compares students by their performance.

* Make summative decisions.

* Can have formative use for providing evidence to inform long-term planning.

* Certification

3. The assessment methods are usually formal, such as self and peer assessment .

Information is directly provided by the students. Well-conducted self and peer assessment
can draw on valid information from students. However, assessment connected with this
approach

involves subjective judgement of performance and therefore can be less reliable.

4. This approach can take both formal and informal types of assessment. The information
collected from various types of assessment describes student learning from differrent
perspectives. Well-designed assessment task will provide valid and reliable judgements
of student performance.

5. This approach collects evidence at the end of learning for the purpose of making
judgements on student achievements against goals and standards.

6. * Helps students understand standards expected of them.

* Develops students’ abilities to self-monitor, self-assess, self-evaluate and self-correct

* Enable students to develop their own learning plans.

7. This approach gets students to collect information about their own learning. Students
reflect on their learning and make plans to prove it.

8. This approach usually involves formal types of assessment such as standardized tests
and exams. Information obtained from this one single source of information is not able to
provide a full picture of how students learn, and in this sense, it is less valid.
Standardized tests, however, are quite reliable for comparing students performance.

9. The extent to which students can apply the key concepts, knowledge, skills, and
attitudes related to the cirricular outcomes, e.g. end of secondary school public exam.

10. Students’ progress and learning needs in relation to the curricular outcomes, r.g a
quiz for analyzing students strengths and weaknesses.

11. Students’ thinking about their learning and the strategies they use to prove their
learning, e.g. students self-reflect on what part of their work needs to be improved on.

12. * Understands how students learn by monitoring their progress during the learning
process.

* Make instructional decisions using the information collected continuously.

* Helps prove students learning through giving quality feedback.

 Part2: Types of formative assessment
Formative assessment is a process used by teachers and students during instruction
that provide feedback to adjust ongoing teaching and learning to improve students’
achievement of intended instructional outcomes
 Types Explanation Examples/ suggestions

1.conferencing/ The teacher meets with

individual/ students to discuss a specific
small group skill. The teacher can record
the students’ progress toward
the standard and what the next
step for them is.

2.Discussion Classroom discussion can tell

the teacher much about student
learning and understanding of
basic concepts. The teacher
can begin the discussion by
presenting students an open-
ended question. The goal is to
build knowledge and develop
critical and creative thinking
skills. The teacher can assess
student learning and
understanding by listening to
the student responses

3. Four corners The four corners of the Present students with a statement ‘ All
classroom can be labeled as students should wear uniforms to
strongly agree, agree, disagree school’ and have them move to the
and strongly disagree. Present corner that expresses their opinion
a controversial statement and The teacher can listen to student
have student go to the corner discussion and determine who has
that best fits their opinion. information to support their opinion
Students then pair up to and who does not
discuss why they feel as they
do. Teacher circulates and
records comments. Next there
can be a whole discussion,
 where opinions are defended
or students can return to their
desk to write a brief defense
of their opinion.

4.Observations The teacher walks around the The teacher creates a sheet with student
room as students are engaged names down the left and open slots at
in an activity. There is a the top, lists the standards being
specific skill that is being addressed with a given activity, then
addressed and the teacher will uses a system to record those having
record what s/he sees on difficulty and those need more support
informal notes. The teacher
creates a sheet with student
names, lists the standards
being addressed with a given
activity, then uses a system to
record those having difficulty
and those need more support

5. Games As students play the game, the As students play games, the teacher
teacher circulates with a clip circulates around the room, recording
board and records individual on a clip board at what skill level
observations on student skills students are playing the game. Are they
using addition or are they using
multiple steps?

6. Graphic The teacher presents a variety Students use a Venn diagram to

organizers of graphic organizers and compare Vy’s first week with yours.
allows students to choose from Write different details in the outer
a sample to demonstrate their circles and similar details in the circles
knowledge on a given overlap.
standard. As they work, the
teacher can circulate around
the room and discuss choices
with the students. This
information, along with the
final product can drive further
learning.

7. Individual The teacher posts a question and students record their answer on their
board and when requested, they show their answer. Individual
whiteboard whiteboard gives the teacher immediate information about student
learning. The teacher can quickly determine who is understanding and
who needs help and adjust his/her instruction accordingly

8. Kinesthetic This assessment requires This formative assessment, called

assessment students to incorporate “make a sentence”, can be used to
movement to demonstrate their determine if students can construct a
understanding. The teacher can sentence, identify parts of speech and
make notes on their add correct punctuation. The teacher
understanding for further write each separate word, punctuation
learning mark on an index card. A group of
students is given a stack of index cards
containing the words and punctuation
needed to complete a sentence. They
must work collaboratively to form the
sentence and organize themselves in a
line so that the sentence can be read
from left to right.

9. laundry day the basic concept covered in Students group themselves in the
the unit or chapterThis is a classroom around four different kinds
strategy where student of laundry detergent. Tide( those who
evaluate their own learning for feel they are drowning in information);
a chapter or unit test. The Gain (those who understand basics but
teacher can readily assess the missing some key parts); Bold ( those
students’ level of who are fairly confident, just some
understanding of missing details); Cheer ( those who are
sure of success, looking for enrichment

10. Learning/ Students maintain a log where As students record what they are
response logs they record their learning or learning and the questions they will
respond to a lesson regarding have, the teacher adjusts instruction to
their understanding meet student needs by reading
The teacher collects all or students’ logs. The teacher can make
some of the logs after students learning log a powerful tool for
have completed a task. learning

11. Projects Students demonstrate Create a standard-based rubric that

knowledge on a specific set of students see before they prepare and as
 standards by presenting they peer evaluate.
information to the entire
group. A rubric is given prior
to the creation of the
presentation and the student/
group is evaluated via this
document

12. Questions The teacher asks challenging Asking questions affords an

questions such as asking them opportunity for deeper thinking and
to explain, justify, imagine or provides the teacher with significant
to defend insight into the degree and the depth of
student understanding

13. self/ peer Students reflect on their (a strategy for peer assessment)
assessment learning and assess where they “Two stars and a wish” is particularly
are in the continuum. Students useful for writing process. Students are
can also be used as peer paired and asked to read each other’s
evaluators, explaining how written work. The reader must identify
they feel a product reflects two things the author did well ( two
what was expected. Self/peer stars) and one specific suggestion for
assessment help to create a improvement ( the wish)
learning community within the
classroom. Students are aware
of their personal strengths and
weaknesses. With peer
assessment students can see
each other as peer evaluators.
The teacher can examine and
identify students’ strengths and
weaknesses.

14. short Students respond to a prompt The teacher should use the results of
quizzes or a few targeted questions. these quizzes to adjust instruction
They receive feedback immediately based on student
promptly with directions for outcomes
what they will do

15. think- pair- The teacher presents a Hand signal, perhaps with a quiet
share question. Students have 20-30 sound signal, can be used or this
seconds to think on their own. activity. A closed fist for think, a
 On a signal, they turn to a crossed fingers for pair, and an open
partner and discuss their palm up for share.
thoughts for approx. 1 minute,
and finally they share with the
class for discussion

16. Visual Students use visual, such as Students create a “doodle art’ as they
assessment drawings, diagrams, photos, watch an educational video. They are
maps or 3D creations to to write important vocabulary and draw
demonstrate understanding of visuals to help demonstrate what they
a standard. This may be an have learned. They can share their
ongoing sort of assessment doodle art with a partner as the teacher
where the teacher may circulates around the room.
question the students for
further definition.

17. Portfolios Portfolios are a popular and Language portfolios are made up three
effective way of motivating parts: the passport( factual information
young learners, providing a about the language learner); the
fun way to review language language biography (a personal history
and helping them to reflect on of the learners’ language learning
their own objectives, ways of experience); the dossier ( a collection
learning and success. They are of tests, exams or any other piece of
a collection of individual work which illustrates where the
students’ work together in a learner is at)
file or ring binder. They
belong to the student and can
be updated as learning
language continues by adding
to and taking away pieces of
works
Part3: Checklist for designing rubrics:
- I have chosen criteria that meet the class instructional goals.
- I have chosen criteria that meet the purpose of the project.
- The criteria statements are in clear language, appropriate for my learners.
- The criteria for evaluation reflect a level of performance that is a model of
successful achievement for the level I am teaching.
- The descriptions of the levels of performance are written in clear language. They
will aid students in identifying what they can do to improve performance.