Activity 1: Let's see how much you have now
learned about performance assessment. First it is important to
understand the difference between formative and summative assessment.
Select the word below that best describes these examples of how
student knowledge is assessed.
1. Students demonstrate their knowledge of
healthy lifestyles through responding to a poll using thumbs
2. Students write or present orally a description of their
own family prompted by a photograph.
3. Students create a PowerPoint game including questions
and answers related to the theme studied.
4. Students draw a picture based on the description
read to them by their partner.
5. Students put sentences in sequential order to form a logical story.
copy and paste the following questions and chart into your word
processor or download the word document containing the questions
and chart. Then fill in the chart, answer the questions and
save it for your professional development portfolio. Word
Decide how these types of assessment could
be used to elicit language performances from students that are
closer to the proficiency goals of the various levels. Consider
how to change the traditional use of each assessment type in
order to provide a better bridge for students, helping them move
to a more open-ended, communicative performance
Consider this quote:
of assessment is primarily to educate and improve student performance,
not merely to audit it.” Grant Wiggins
If you keep this in mind as you plan
your units of instruction, what specifically might you
change/do to impove student performance on assessments? Provide
an example of how you would need to change your end-of-unit
assessment (summative) and your “in
process” (formative) assessments during the unit.
Change one end-of-unit assessment
to provide richer evidence of students’ proficiency
in using the language (vs. assessment that shows what they
know about the language). What
do you anticipate would be different in terms of what you
learn about student proficiency as a result of this
possible, use this assessment with students and discuss
their reaction to the assessment task. What
worked, what didn’t, what would make it more effective?