Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Plan, Instr, Eval
ESL - Planning, Instruction and Evaluation
| Question | Answer |
|---|---|
| Background Knowledge | learn more easily when related to what is already known central tenet of constructivist theory |
| Activating Prior Knowledge | 1. Anticipation guide - poses engaging questions; provides insight into background knowledge; stimulates to think and talk about what they know 2. KWL chart |
| Bloom's Taxonomy (1956) | taxonomy of human cognitive skills students learn through progressively more abstract cognitive skills. Categories: knowledge, comprehension, application, analysis, synthesis, evaluation Taxonomy of Action Verbs Students need explicit instruction & practice for academic language |
| Acquisition of Academic Language | rarely encounter academic language outside of classroom situate words in context to help with acquisition. |
| Dynamic Process of Vocabulary Acquisition | learning & understanding progress over time requires repeated encounter with new words comprehend before they learn to use it. |
| Summary Frames | series of questions in an outline to help student understanding of the way a reading passage is organized. Useful when teaching rhetorical forms for illustrating how to combine sentences for logical & orderly paragraphs and providing examples of transition words. |
| Explicit Instruction | new specialized vocabulary strategies for deciphering complex and compound sentences different forms and functions of academic language basic conventions of academic language repeated exposure to exemplary text form of text follows its function differences between persuasive & objective arguments when to write from 3rd person and 1st person point of view how to structure arguments with a balance of assertion & evidence |
| Teaching Academic Language | do not simplify repeat statements more slowly use different intonations or stress drawing attention to area of confusion paraphrase using synonyms then revert to using the original word explain or elaborate the original statement |
| Discourse Markers | a word or phrase used to organize speech, manage the flow of a conversation, or convey an emotional attitude EX well, um, you know, right, and maybe heavily bound to context and difficult to teach illustrate common forms EX "yeah right" as agreement or skepticism depending on stress and tone |
| Facilitate Student Listening Comprehension | 1. Identify in advance what they are listening for: main idea, details supporting argument or attitude of the proposed idea. 2. Prime students to listen for implied meanings or idiomatic expression by proving suggestive clues. 3. Have different groups listen aspects of comprehension and combine elements in follow-up discussion. |
| Literal Comprehension | accurate understanding of the facts and events recounted in a text basic questions to check understanding of vocabulary and syntax |
| Inferential Comprehension | using context clues and experienced to discover implied meanings. Discussions are a good way to bring in background knowledge and relate to real world |
| Evaluative Comprehension | offer an assessment of a claim using a text as a basis for expressing an opinion ask for justifications and evidence put targeted vocabulary to use: analyze, persuade, and contrast |
| Verbal Communication | communication that occurs via words including speaking, listening, reading, and writing focus on the goals of the interaction and the different skills required to achieve the goals. |
| Oral Communication | narrows field to speaking and listening |
| Prosodic Aspects of Language | pitch, stress, rhythm, length, and loudness |
| Frontloading | pre-teaching explicitly teaching vocab, rhetorical devices, sentence structures or content for lesson useful for listening comprehension activities |
| Chunking | diving a lesson or text into mentally digestible parts stopping to discuss and question, draw connections or predicting |
| Debriefing | lesson summary or wrap-up revisit key points or reinforce specific learning goal assess student mastery |
| Successful Oral Communication | summarizing, paraphrasing, telescoping narratives |
| Reported Speed | retelling what someone said to an audience later in time. relatively advanced language skill Activities: interview a classmate and report to class summarize a story or video with targeted number of sentences |
| Demonstrating Listening Comprehension | Early stages - nodding, smiling, completing action - nonverbal signals and reference to illustrations or realia, simple answers without scaffold More advanced - full sentence summaries with literal and implied meaning, central & supporting argument, and connections to text and real world experiences |
| Reading Fluency | ability to read text accurately, rapidly and with feeling corelated with comprehension |
| Promoting Reading Fluency | teacher read aloud with expression using phrasing Echo reading of sentence Duet or choral reading repeated readings |
| Jay Samuels Automaticity Theory | students have limited mental attention and the more reading they can accomplish automatically, the more attention they have to grasp the broader meanings of a text. Fluency is automaticity |
| Register | refers to the degree of formality or informality of speech, the way a group speaks to one another EX doctors speak to each other in medical register Three types 1. Informal - used in casual conversation among friends 2. Neutral - student/teacher conversation 3. Formal - use in a presentation or speaking to unfamiliar adult Style varies by purpose and audience |
| Initiating and Negotiating Conversations | initiate with greeting reinforce with nodding, smiling or interjections alternate conversation all parties equal participants active listening extend conversation with open and closed questions conventions of closing a conversation |
| Promoting Reading Comprehension | teach general features of fiction, non-fiction, & academic texts structures of text - fiction has dialogue & informal language academic text -objective adjectives, little or no text rhetorical devices - fiction will have metaphores academic will have inductive and deductive arguments |
| Reading Phases | Pre-reading - give purpose. preview format, solicit background knowledge Reading - self-questioning strategies, use text headings, stop and question as read Post-reading - assess and summarize Re-read to improve comprehension |
| Four Genres of Academic Writing | Expository Writing - inform in an objective manner; written in 3rd person, complex sentences, specialized vocabulary Descriptive Writing - portray an even, place or person, may rely on adjectives and adverbs for description, descriptive prose is common in fiction Persuasive Writing - used to advance a point of view; begins with statement of thesis, evidence and a conclusion; author will state his opinion Narrative Writing - used to tell a story, proceed in chronological order, often use literary devices |
| Verbal Scaffolding Techniques | prompting questioning elaborating |
| Explicit teaching | lecturing modeling |
| Practice and Application | discussion with classmates |
| Modeling | use visuals, realia, and real life objects |
| Science and Math Scaffolding | experiment use of manipulative charts graphs |
| Social Science Scaffolding | tables timelines visual presentation of information focuses on visual and kinesthetic aspects reduces language load |
| English Conventions | good writing word choice organization voice fluency message/content |
| Process Writing | Five Phases Pre-writing Drafting Revising Editing - focus on correct conventions (after creative & expansive portion of work) Publishing |
| Decoding | practice of sounding out written words need to understand the basics of phonics blending and segmenting words ELLs may find they have the word in speech - word identification essential early reading skill |
| Phonics | taught explicitly - teach letter/sound correspondence taught implicitly - teacher presents whole words and break them into sounds, students identify common, known sound patterns |
| Teaching ELLs in Content Aeas | Determine language skills necessary to learn and perform objectives language-based corrective feedback may be counter-productive to learning content knowledge language goals may take time from content goals and may artificially increase the student's cognitive load. |
| Task-Based Language Teaching (TBLT) | promotes student language learning through accomplishment of real-world tasks. Proponents - teaching this way teaches both the formal and social aspects of communication Can resemble teaching for special purposes - advanced learners taught vocabulary and rhetoric for a particular occupation or media. emphasizes use of whole repertoire of language skills Critics - completion of task is poor measure of language improvement |
| Strategies for Unknown Words | teacher model figuring out the meaning determine which words are central to the text determine overall meaning of the sentence context clues roots or affixes dictionaries self-monitoring |
| Sheltered Instruction Observation Protocol (SIOP) | developed in 1990s as 30 item survey to evaluate evaluate effectiveness of teacher's with sheltered English instruction. Valid and reliable tool and it is still used Now a full-scale approach to lesson planning and delivery give content instructors systematic approach to teaching ELLs Eight components: lesson preparation, building background, comprehensive input, strategies, interaction, practice & application, lesson delivery, and review & assessment |
| Modeling for ELLs | demonstrate key steps with actions and words verbal instruction with visual displays written summaries - brief and step wise format Chunk by step - pause & check before next step |
| Factors Affecting Subject Matter Comprehension | strong general academic English fluency for the level Strong foundation in content-specific vocabulary & concepts Pre-test Pre-teach vocabulary Cognates and shared word are abundant in content areas |
| 21st Century Learning Initiative | 2002 - identify most import skills needed to succeed in 21st century Succeed by knowing how to do things Four Cs - communication, critical thinking, collaboration, creativity ELLs may need prompts or scaffolding to be effective in communication activities. |
| Task Complexity | Peter Skehan (1990)- framework to understand complexity of learning tasks in L2 classroom Three factors: 1. Code complexity - vocab & sentence complexity 2. Cognitive Complexity -nature of cognitive processing & whether accustomed to this type of learning 3. Communicative Stress - time constraints, group dynamics Effective teachers scaffold base on the complexity of the task. |
| Instructional Strategies for Vocabulary Acquisition | Preview words Check for prior knowledge During read aloud pause at new vocab and model strategies (context & picture clues) Repeated exposure to vocabulary Include vocabulary in own writing Word walls and vocabulary displays in the classroom |
| Sheltered English Instruction (SEI) | intermediate ELLs taught full curriculum in English with support to further content learning. target content knowledge English development indirectly addressed through content instruction high homogenous ELL may have separate SEI content classes SEI teachers deliver same content in ways not dependent on English proficiency Simplify, demonstrate, use realia, allow use of L1 resources Most widely used SEI programs - SIOP, SDAIE, CLAD, QTEL, CALLA |
| Content-Based Instruction (CBI) | method that teaches language indirectly by teaching content in the target language Umbrella term - Sheltered instruction - teach language and content simultaneously. Proponents - students can best learn languages through interesting subject matter content structure content systematically treats features of target language; others rely on inferring meaning from content rich learning environment |
| Variations in Content Areas | Math & Science - lower language-load, higher load of specialized vocabulary and processes. History - require comprehension of narrative; high language load due to volume of reading; time extension, bilingual glossary/dictionary, excerpts rather than full length passages |
| Background Knowledge | activating with - brainstorming with KWL charts create background knowledge - anticipation guides, visuals, parallels from native country, key vocabulary with concept map or word walls, make connection explicit |
| Word Analysis and Vocabulary Skills | focus on cognate - look for known parts of unfamiliar words teach common roots and affixes Scaffold when introducing new words - visual, real objects, pictures and gestures graphic organizers |
| Latin and Greek Roots | can help with decoding and comprehension quickly decode main parts of words affixes will help break words into parts for decoding supports fluency roots help determine the meaning |
| Word Analysis Skills for Highly Proficient Readers | looking for known parts break into components finding relationships between spelling and meaning engaging and challenging activities/texts work on comprehension, analysis and reflection evaluate word choices and effect on meaning and tone |
| Non-Contextual Strategies & Vocabulary Development | used when new vocabulary presented out of context Students define and use in sentences Match word to definition use when words aren't naturally found in texts when studying parts of speech tools: dictionaries, pictures, graphic organizers |
| Context Clues for Beginning Readers | picture clues skip word and read rest of sentence use phonetic clues rhymes with repetitive vocabulary |
| Selecting Vocabulary for Instruction | Three tiers Tier 1 - common in everyday speech; learned through normal conversation Tier 2 - found in fiction & non-fiction; common; consider how word affects overall meaning of text & morphologies; connections between other words Tier 3 - found in non-fiction; domain specific; important to understanding text; explicit instruction is needed; pre-teach & analyze in context |
| Oral Vocabulary | listening and speaking activities read alouds discussions presentations explain problem solving |
| Context Clue Strategies | Types: definition, antonym, synonym, inference Model use, supported practice, independent practice Incorporate word pairs into sentences Share with peers |
| Word Analysis for Struggling Readers | whole class, small group & individual opportunities to manipulate words - building & breaking apart chunking identifying - syllable patterns, onsets & rimes, roots & affixes, smaller sight words that are part of the larger word. practice word analysis skills with text Scaffolding - anchor charts, graphic organizers, teacher support |
| Latin & Greek Roots | See relationship between words and word families charts of word families three sets of cards- prefixes, suffixes & roots- practice creating real words and identify meaning Find words in texts |
| Word Assessment Clues | Graphophonic clues -consider letter-sound relationships in words Syntax clues - how word sounds in sentence Semantic clues - meaning of the text to guess the unknow word proficient readers- try one strategy and cross check with others |
| Contextual Strategies in Vocabulary Development | used to determine the meanings of unknown words in context often contain synonyms or antonyms Create list of synonyms and antonyms for new words solve analogies determine which word doesn't belong in list of related words |
| Standard Based Assessment | provides greater transparency narrow achievement gap between state identify districts in need of more resources or educational reform teacher accountability Every Student Succeeds Act (ESSA) - scaled back the scheduled of standardized exams prescribed by No Child Left Behind (NCLB) |
| Curriculum Mapping | process of ensuring what is taught corresponds to the expected learning standards aligns content to standards ensures grade to grade and class to class consistency |
| Curriculum Calibration | process of aligning curriculum to standardized learning objectives |
| ELL Accommodations on State Mandated Tests | Every Student Succeeds Act (ESSA) 2015 - accommodations to ESL students on state content exams left to states examples: additional time, bilingual dictionaries, translated version of test. |
| ELA Standards | set benchmarks for student literacy skills in various subject matter areas |
| English Language Development (ELD) Programs | utilize second language instructional practices to assist students with limited English proficiency. Many states integrated the two sets of standards. ELD is a type of scaffolding program designed for ELLs to reach same standards of literacy as native speakers |
| World-Class Instructional Design and Assessment (WIDA) | WIDA Consortium have developed ELD programs to support ELA and similar standards |
| Portfolio Assessments | student/teacher collect student work over time for assessment valuable assessment for ESL writing proficiency highly differentiated evaluated in terms of progress can remind ELL of processes in writing, good writing traits need clear rubrics and frequent student-teacher conversations |
| Definitional Approach | traditional; given definitions or look up in dictionary drilled until committed to memory |
| Structural Approach | emphasizes morphological features of a word helps with figuring out new words without relying on context |
| Contextual Approach | multiple examples of the word used in genuine context allowing student to infer the meaning |
| Categorical Approach | groups words into lists (categories) based on semantic similarity EX words for driving car- steering wheel, brake, accelerate, etc |
| Mnemonic Approachf | builds associations between target words and mental images |
| Differentiation | teacher modifies instruction to meet student needs: modify content modify teaching method modify how students demonstrate learning |
| Content Framework & ELD Framework | WIDA Consortium developed one ELD Frameworks define proficiency levels for ELLs suggests ways to differentiate |
| Backward Lesson Planning | begin with the specific learning objective works backward to develop the plan ensure activities contribute to learning process focus on learning not teaching systematizing learning |
| Equal Education Opportunities Act of 1974 | public schools must provide means for ELLs to participate meaningfully and equally ELLs must be provided language services to achieve English proficiency states have measures to identify ELLs and monitor progress remain in ELL programs until they are proficient in reading, writing, speaking and listening. Every Student Succeeds Act (2015) specified ELL progress in English be assessed annually |
| Adapting Assessments for ELLs | adjust language so it is less taxing fewer questions questions/instructions in simpler language questions with embedded cues and prompts exhibit knowledge in different format - orally |
| First Generation Test Question | 1. single essay question graded on language criteria: syntax, content, organization, spelling & panmanship. 2. series of unrelated short answer questions without supporting context subjective |
| Second Generation Test Question | multiple-choice or true/false questions each question is devoid of context each question assess only one skill/concept requiring long or incomplete tests |
| Third Generation Test Question | students analyze real-life text and perform authentic writing task use rubric for grading |
| Assessment Results & ESL Program Evaluation | individual student progress relies on assessment same data can be used to evaluate program should assess English proficiency and English in content areas longitudinal data should be used assessment data from peer groups and high performing groups |
| Identification Assessments | used to identify students needing English language assistance Equal Educational Opportunities Act of 1974 - assess newly arriving students Home language survey - questions to identify households in which language other than English is spoken little or no experience in English refer for identification assessment some states use assessment others rely on human screener |
| English Language Proficiency Assessments for California ELPAC | used to identify ELL students |
| Diagnostic | formal or informal provide info regarding student's level of understanding prior to beginning the unit EX pretest, KWL charts, anticipation guides, brainstorming activities, online polls, surveys, quizes |
| Formative | occur throughout instruction EX warm up and closure activities, checks for understanding, student reflection activities, short quizzes, polls, surveys, review games |
| Diagnostic Assessments | designed to reveal student strength and weaknesses not used to determine level of instruction used to tailor instruction detailed and comprehensive within certain area of instruction sometimes used at beginning of year |
| Determining Assessment Strategy for Monitoring Student Performance | determine the desired outcomes of assessment determine info teacher is gathering age & grade level considerations individual differences and learning needs practicality of assessment strategies methods to implement assessment |
| English Language Development Standards (ELD) | identify range of English proficiency levels develop categories that subdivide primary proficiency levels and level of support needed Long term English learners - more than six years in program & not progressing to proficiency - differentiated lessons to meet their needs |
| Achievement Tests | used to measure whether students have learned what has been taught typically summative administered at end of learning cycle |
| Language Proficiency Tests | evaluate student's overall language ability EX TOEFL or IELTS used to control access to schools/universities or to control exit from ESL programs |
| Placement Tests | identify student's level of proficiency in target language for placement in program or school. test appropriate range of skills tailored to specific language program/school by including sample of actual material taught can adapt/interpret results from standardized exams offer initial diagnosis of student strength and weaknesses |
| Benchmark Assessments | encompass large portion of curriculum intended to evaluate the progress of groups of students in achieving state and district academic standards standardized - uniformity, objectivity, accuracy written multiple choice or short answer digital exams |
| Redesignation / Reclassification Assessments | used to determine whether ESL student has reached proficiency to be classified as a fluent English speaker Federal law requires yearly assessment |
| Criteria for Reclassification | differ from state to state may set different thresholds for same assessments critics say English proficiency in content areas is not measured effectively |
| Summative Assessments | indicate level of mastery & progress toward learning standards written or digital include multiple choice, short answer, long answer EX projects, final essays, presentations, portfolios |
| Diagnostic Tests in Education | integral to planning and delivering effective instruction given prior to beginning of lesson feedback for planning instruction preliminary information on prior knowledge & understanding identify misconceptions formal/informal EX pretests, pre-reading activities, surveys, vocab inventories, graphic organizers not graded |
| Analytic Rubric | break criteria into categories with explanation for each level details characteristics of quality work provides student feedback most effective with summative assessments |
| Holistic Rubric | Evaluate assignment as a whole based on performance of multiple indicators limited feedback provides comprehensive evaluation |
| Single Point Rubric | outline criteria for several categories teacher provides written feedback student centered feedback focused on overall progress |
| Checklist Rubric | outlines criteria binary approach easy to understand, but no detailed feedback reserved for shorter assignments |
| Summative Assessments | evaluation at end of unit of instruction, end of course, or end of semester EX end of course, final exams, SAT, ACT measure mastery of particular academic standards test or formal portfolios project based info used for future instruction in subsequent years not current instruction |
| High Academic Expectation | promotes students' self concept establishes growth mindset enhances overall achievement foundation for continuous academic success |
| Align Assessments with Instructional Goals and Objects | monitor student growth toward standards ensures relevant learning Understanding by Design reflect learning targets reflective of content instruction clearly communicate learning goals clarity in expectations enhances relevancy |
| Using Assessment Data | determine what needs to be retaught group students that did master interventions designed enrichment activities designed |
| Real-World Applications Assessments | enhance relevancy personal connections authenticity enhanced engagement hands-on opportunities accommodate to learning styles can be subjective difficulty analyzing assessment results and comparing to other schools |
| Communicating Standards and Learning Criteria | purpose of learning established connect activity to standard clarity on tasks and goals focused instruction engagement in learning enhances relevancy & student motivation use of rubrics communicates standards |
| Formative Assessments | detailed feedback for students info for differentiating EX discussions, exit slips, think pair share, |
| Communicating High Expectations | age appropriate terms consistently reinforced reflected through goals and objectives visible at all times specific in communicating steps constructive feedback |
| Analyzing and Interpreting Data | create charts and graphs with data subsets list standard and look at proficiency track individual performance and progress on standard note patterns and trends confirm or challenge existing beliefs planning implications raise new questions |
| Norm Referenced Tests | performance compared to sample groups identify above and below average given in standardized manner cover broad range of skills few questions per skill overall test scores reported as percentile rank or grade equivalency advantage - objectivity, compare large groups at once; helpful for class placements and groupings disadvantage - only report in comparison to other; don't show mastery of certain skills |
| Assessment Validity | how well assessment correlates with what it is assessing evaluated on individual question level and overall test Face validity - initial impression of fit to task; subjective and unquantifiable Construct Validity - does it assess what is intended; Content Validity - is assessment comprehensive of all aspects of content being assessed. |
| Standardized Tests Report | raw scores - how many questions correct grade level equivalents - indicate if above or below grade level compare to peer sample |
| Standard Deviation | amount that a set score differs from the mean score on a test |
| Percentile Ranks | used on criterion-referenced tests to indicate percentage that scored lower |
| Cutoff Scores | predetermine scores students must obtain in order to be considered proficient |
| Practicality of Assessment | uses appropriate amount of human and budgetary resources doesn't take long to design and score doesn't take very long to complete |
| Standardized Tests | helpful for placement and progress to goals |
| Formal & Informal Assessments | discussion questions - gauge student progress |
| Variety of Assessments | different formats assess different skills promote different learning experiences appeal to different learners performance based assessments - stimulate student interest; provide connections between learning and real world |
| Authentic Assessments | designed to closely resemble something a student does in the real world students exhibit advanced cognitive skills (problem solving, integrating information, deducing) integrate background knowledge confront ambiguity |
| Performance Based Assessments | not necessarily authentic real world |
| Congruent Assessments | provide clear purpose for learning enhances student understanding and motivation instructional materials are more relevant more focus and productivity strengthen understanding ensures preparedness evaluate and monitor student progress |
| Assessment Reliability | how well test is constructed should preform similarly with different administrators, graders, and test takers |
| Test-Retest Reliability | consistency of results with same test-taker over multiple retests. |
| Intertester Reliability | consistency of results between multiple test-takers at the same level students at similar levels should show similar results |
| Interrater Reliability | consistency of results between different administrators of the test especially important with interactive or subjective responses EX Likert Scales, cloze tests, short answer tests clear rubrics help keep rating consistent |
| Criterion Referenced Tests | measure performance on certain skills or standards goal - to determine mastery results in percentages reported as below, met or exceeded expectations useful information to guide instruction identify need for additional instruction track student progress on certain skills disadvantage - do not allow comparison of performance to sample of peers |
| What affects test validity | reading level of questions student anxiety and lack of self-esteem |
| Content Validity | includes all relevant aspects of subject being tested (comprehensive) |
| Predictive Validity | an accurate predictor of future success |
| Construct Validity | accurately measures student knowledge of material being tested |
| Formal Assessments | measure whether or not students are learning what they are supposed to be learning help teachers determine student knowledge measure how students compare to similar aged peers quizzes, tests, standardized tests, achievement tests, aptitude tests, norm referenced tests Universal criteria is a disadvantage for students with disabilities Advantage - collection of baseline data Accommodations & Modifications for students with disabilities |
| Assessment Bias | disadvantages a certain group |
| Content Bias | subject matter familiar to one group but not another |
| Attitudinal Bias | teacher has preconceived idea about student performance |
| Method Bias | format unfamiliar to a group |
| Language Bias | utilizes idioms, collocations or cultural references unfamiliar to a group |
| Translation Bias | when educators try to translate content area assessments |
| Textbook Assessments | provided at the end of a unit or chapter Advantages - already made, accurate and representational of chapter, likely corresponds to standards Limiting for students who lack comprehension in academic English ESL teachers need to supplement with own materils unlikely to represent range of assessment types |
| Criterion Validity | can assessment be used to predicted value (criterion) |
| Discriminant Validity | how well assessment tests only what it is intended to test discriminates one piece of info from another |
| Convergent Validity | takes into account that two measures may be distinct, but can be corelated |
| Portfolio Assessments | collection of student work in multiple forms gathered over time Advantages - breadth of assessment, multiple forms, student reflections, teacher observations, & student exams; develop work in authentic context students need to know in advance what genre of work will be included |
| Technology Based Assessments | multiple resources for assessing student progress applicable in form and informal settings serve as formative and summative assessments present data quickly simplifies aligning to academic standards objectivity & uniformity for comparing results may not be entirely effective for all learning styles individualization may be limited may not illustrate growth real world applications and relevancy may not be apparent |
| Realiability | shows similar results when retaken factors that affect - wellbeing of student, physical environment, subjectivity of scorer, nature of questions. |
| Curriculum-Based Assessments | curriculum based measures (CBM) short, frequent assessments designed to measure student progress toward meeting curriculum benchmarks teachers design probes for target specific skills Advantages - probes have high reliability and validity; clear objective evidence of progress; motivate students Cons - do not identify causes of difficulties or strategies for instruction |
| Intra-Rater Reliability | consistency of results with one rater over time |
| Parallel-Forms Reliability | consistency between multiple different forms |
| Internal Consistency Reliability | consistency of results of similar question on an assessment if two questions target same standard at same level, should show same results across the question |
| Informal Assessments | constant immediate feedback EX observations, checks of daily work, homework, group projects, checklists, & rubrics Advantages - easy to implement, less stressful Disadvantages - hidden bias/stereotypes, less stress |
| Performance-Based Assessments | perform task to show mastery use high-level cognitive skills students can individualize presentation of skills avoid problems of language/culture bias more accurate assessment of skills show effective use of language in real-world situations Disadvantages - difficult and time consuming, require rubric |
| Peer Assessment | students grade one another's work based on framework Advantages - save teacher time, build student metacognitive skills, build cooperative & interpersonal skills formative assessment Disadvantages - reliability in student scoring, Used on written work and presentations |
Created by:
aclemens2
Popular TOEFL sets