Assessment for learning: Video Watching

http://www.slideshare.net/AliRoyo/video-alf-questioning-14965387

Video: Assessment for Learning. Speaking and Listening

Video: Assessment for Learning. Modern Foreign Languages

Assessment for learning in the Primary Classroom

Nowadays the role of the teacher and student in the classroom are changing. The teacher is no longer the only source of knowledge/content. However, he still plays a key role in guiding his students during the teaching-learning process, in the awareness of one’s own learning. And from that perspective arises the trinomial assessment-teaching-learning, because assessment thus becomes a crucial element that allows the success of the process itself.

We have to point out that there are two main types of:

In Primary MFL learning should be located within a formative assessment framework that focuses on establishing what the children can do and offers feedback as to how they can progress. Progression in learning is a major issue of quality and enduring primary MFL provision. If children are not given feedback or assessed on their performance, they will not progress. AFL should not be confused with assessment of learning, which is summative and is used to measure pupils’ achievements in the form of, for example, standarised tests. 

Instruments for AFL

In the case of Primary’s pupils, traditional learning can be problematic: sometimes, an exam, or a “paper and pencil test” does not show what pupils really know and can do. Instead, it can be stressful and tiring for them, even more, an inappropriate assessment method could discourage pupils, losing their motivation and self-confidence. It is important that AEL for children is handled with care, to monitor it on a planned basis. Monitoring is a part of assessment and can be carried out in a variety of ways (preferably in combination with each other): observation, self-assessment, peer-assessment, portfolio, project work, rubric,…

Classroom observation could be tool to assess pupils’ performance, collecting in children’s work, observing displays and discussion with staff and children. As a foreign language teacher we should take into account the fact that primary languages learners need to learn how to use and structure language rather than learning isolated lists of individual words. Learners need to move from knowing vocabulary to using it productively and manipulating words as necessary. 

Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim. As teachers we need to consider that students must clearly identify the learning objectives, not just the content of what they will learn in each lesson. Thus, the teacher allows them to participate in the running of the class, students will feel closer to him/her, confident in their own possibilities and will gradually assume more control and responsibility for their learning. 

To achieve an effective assessment, feedback is crucial. It needs to be given immediately so that children can self-assess and learn the value of errors in order to take responsibility for the learning process. A useful tool for self-assessment is the portfolio, because it provides an overview of children’s achievements. Younger pupils will find this harder at first, so we will have to take it slowly. On the other hand, students respond better to the activity when they decide on it, that is, when they make decisions and feel responsible for the activity. Activities can be discusses by the students. Furthermore, this will increase if students manage to see the activity as their own and not as an obligation. 

It is very important to know students’ point of views about their work, activities, tasks,… In this way, they will drive their own self-assessment. They are assessed on what they have learned with the completion of an activity, and so the teacher will know if the proposed activity had worked or not.

Moreover, Peer-assessment improves pupils’ communication (between them and the teacher about their learning), their motivation to work harder; they more accept criticism from their classmates than from their teacher; they learn by taking the roles of teachers and examiners of others.

Another important aspect, it is that as teachers we should inspire learning through a passion for the subject, in that way we will achieve better results with pupils. Because students realize when the teacher is involved, and they act the same way, knowing that their efforts will be recognized.

The teacher should always be aware of students’ different learning styles. In fact, most individuals are most effective when they are taught and assessed in their personal learning style. From our experience, teachers often do not take that into account. Following the Gardner’s Theory of multiple intelligences students learn differently and that's what teachers should consider the early going. That means that all children could progress at their own pace (comparison among pupils are discouraged).

Schools’ assessment records should be manageable, otherwise they no longer serve their purpose. Records are interesting for a teacher as they tell us what we need to know to achieve an effective assessment. 

Finally, we would like to say that we have to keep in mind that each student is different and depending on the subject or activity that is proposed, we must find the assessment that best suits our students. 

( click concept map to enlarge) This concept map was constructed from the 10 principles of Assessment for Learning. They are researched based principles, from Assessment Reform Group, for assessing and guiding learners and classroom practices. 

THE RUBRIC IN THE LEARNING PROCESS

Which elements does the RUBRIC introduced in the learning process?

This is an instrument for pupils’ formative assessment. 

It is an outstanding support to a teaching quality process: Because what is it not measured cannot be managed, and what is not measured is devaluated. A rubric is an assessment instrument that clearly indicates marking criteria (the criteria will vary depending on the skill involved, to whom is addressed, teacher’s expectations,...). This tool will allow teachers to rethink the practice, move many inertias, and innovate to find alternatives. 

Within the framework of Sociocultural Theory of situated learning, the rubric develops: 

- Student`s processes of reflection

- Teacher’s role as a mediator of the feedback

- Integration of the trinomial: Assessment-Learning-Teaching.

Its main features are: open (teacher-pupils); modifiable (design, content, values,…); orienting (process-achievement); objective (criteria, values, agreed,…), fair; centered at each stage

How does it help the students/pupils? The rubric is very useful for pupils, because it provides quality information with which to assess the strengths and weaknesses of their learning. The learner is clearly placed at the centre of the learning process. Learner self-reflection is an integral part of this resource.

Why is it good for the teacher? It provides a highly effective and accessible feedback focused on student work or course, facilitating the daily records of what students are learning.

Can you think of advantages and disadvantages?

Advantages of rubrics

• Rubrics can be adapted and created for any content area/Subject.

• Pupils have explicit guidelines regarding teacher expectations. Forces the teacher to clarify criteria in detail.

• Useful feedback.

• Students can use rubrics as a tool to develop their abilities, giving them more control of their own learning process. According to recent research, the construction of the rubric agreed with the students brings many positive effects.

Disadvantages of rubrics

• Flagging a maximum level of achievement, it could limit creativity. So, there may be a level of boldness and risk that might be outside the range of the rubric. Therefore, so that student’s initiative is not restricted, the rubric should have some lack.If the criteria of the rubric is too complex, pupils may feel overwhelmed with the assignment.

• Development of rubrics could be time-consuming and complex for teachers.

We designed a rubric for 6TH GRADE OF PRIMARY.

A Storytelling skills Rubric				Points
Basic story structure	The story has a structure (Introduction, major conflict/turning point and resolution/ending). The story is organized. The listener has no difficulty understanding the sequence.	The structure of the story is mixed up and at random (or haphazar). The listener must make some assumptions about the sequence.	The story is so disorganized you cannot understand most of it. Does not know the story well, important details are forgotten.	25
Speaking and Oral Interaction	Notions:  It is shown a descriptive vocabulary about people physical appearance and abilities.  Functions: The student is able to: -Describe people (characters) physical appearance, their routines and hobbies. -Express of what someone has (possession) -Tell simple oral stories.	Notions:  The student is able to use a basic vocabulary about physical appearance and abilities in a rudimentary/simple way. Functions: The student is able to:  -Describe people physical appearance, their routines and hobbies in a rudimentary way. -Tell simple oral stories with difficulties.	Notions: The student’s vocabulary is awkward or inappropriate for the topic, making the listener difficult to understand. Functions: The student is not able to: -Describe people, their routines, hobbies .	25
Creativity	Very original presentation; captures the audience’s attention.	Brings the story to life.	Repetitive. Gets stuck in trying to memorize.	20
Body language and gesture	Eye contact, interaction and physical gestures demonstrate the student’s energy and interest, guiding the listener through the story.  The student uses non-verbal communication to clarify the meanings/story.	Eye contact, interaction and physical gestures are natural and fluid. Shows emotions.	Little eye contact with the audience. Gestures are missing or awkward.  The storyteller depends heavily on the written notes. Looks nervous.	10
Voice Mechanics	The student delivers the message in a confident, poised, enthusiastic fashion.  The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The students exhibits very few disfluencies as: uhm, you know,ahm…	The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are sometimes unclear. The student exhibit many disfluencies as: uhm, ahm, you know,… The listener has difficulties understanding the words in the story.	The volume is so low and the rate is so fast that you cannot understand. The pronunciation and enunciation are very unclear. The student exhibit many disfluencies as: uhm, ahm, you know,… The listener has difficulties understanding the words in the story. The student appears uninterested.	10
Timing	Within 2-4 minutes of allotted time	Within 6-9 minutes of allotted time	Too long or too short (10 minutes)	10

How to Write a Class Currículum in 8 Easy Steps

Hello friends!

Have you ever wonder how to write a Teaching Curriculum? Do you find it a little bit difficult or messy? Whether you are an expert or not, for sure you will find this web page quite interesting. It deals with how to write a curriculum in just few simple steps. Hope it will be helpful!

http://www.ehow.com/how_6368244_write-teaching-curriculum.html

In search of an approach

Hi again!! After reading the text: In search of an Approach, we have reflected and discussed about it, concluding with the next ideas:

The approaches that may have had the most influence on our own ideas about teaching are the Humanistic approaches for mainly two reasons. The first one is that it emphasis on an integral development of the pupil taking into account their interests and needs. And the second reason is that this approach believes in the pupils’ active participation and cooperation developing the communicative skills.

We hope to be influenced on our future teaching by Howard Gardner's 'Theory of multiple intelligences' because it claims that children can be intelligent in different ways. In our opinion, teachers should be awared of this interesting theory as it helps to foster their own special talent, abilities…

We would also like to introduce in our lessons all the characteristics of the Constructivist approaches, because they might engage pupils not just emotionally but also cognitively in a continuous active learning while making guesses and theories to make sense of what they learn.

Constructivism Approach

When we develop an approach for Spanish children, some particularly important factors have to be considered.

www.ehow.com/list_7444659_common-difficulties-esl-spanish-students.html

www.spanishdict.com/answers/174101/why-is-english-considered-difficult

In Spain we are not used to speak other languages; there is reluctance to speak English for fear of not getting it right. Perhaps because of the preponderance of an impractical teaching method focused on the translation.

English is not a Latin language, so their structures, vocabulary and phonics are quite different to Spanish.

Movies, TV shows, even people in the newscast are translated into Spanish. 

Nor do we have a common history, unlike France or Portugal. Its lifestyle and customs are very different from ours, perhaps influenced by a wet and inhospitable weather, so different from the sunny Mediterranean one. In our collective subconscious, the Americans took away our colonies, so an anti-American sentiment is common.

In order to improve the Spanish pupils’ English level, there are plans as bilingual schools and CLIL that promote a different way to learn and to teach English. Furthermore, these approaches attempt to end the differences between the FL levels spoken by the working classes against the wealthy ones.

Nowadays, pupils are taught about the Anglo-Saxon culture, and this is so important to learn as well as language, because they are learning a different view of the world, and they can change their mind about the American and British civilization by walking in their shoes.

Actually, these types of programs and the scholarship to learn English in a foreign country help so much to change the current state of things.

Picture of a Child-Centered Educational Approach.

First activity

Hi Folks!

Today we are going to show you an activity that you can use to work in class with your pupils. It is designed so that it could be both an enjoyable and a learning task. We are looking forward to hearing your comments!

Broadly speaking, it will consist in learning to describe people physically and their appearance. Those are our objectives as teachers. For that, we will use a telephone guessing game as a pretext to get children to talk using the required vocabulary and expressions contained in our program. The management of the class we think fits better is individual and group work, as this way shy students can relax, talk and learn with less pressure and it promotes cooperative leaning. Catering for diversity is another aim we have as we use different kinds of resources and tools and pupils will be free to move around the class whatever they need. Initially, we addressed this task for Primary 3rd cycle but it could be very suitable for any other level with some few adjustments. So, feel free to modify any aspect that would make it apt for your pupils.

We divided the activity in three steps as in the Task Based Approach: pre-task, main task and after task.

Timing: 3 sessions.

Resources: The day before we asked pupils to bring some white cards and their favourite cartoon characters pictures (two an each child). Some toy telephones (at least one a group)

Pre-task activities:

Big group: using the whiteboard the teacher will ask pupils if they know the word or expression for the picture the teacher is pointing out (previously prepared for the teacher): 

• Learning vocabulary: adjectives for description.

              - Physical: bald, blonde, skinny, short, thin, tattooed, etc.

              - Appearance: adorable, smart, elegant, ugly, powerful, etc.

• Useful phrases:

              - He/ She looks like....
              - He /She is...
              - He/She seems like...

Small group: Pupils practise vocabulary and sentences like done out loud before with big group but describing themselves. Then, they handcraft their own cards sticking on one side the cartoon picture and on the other writing main features of the character. As they finished they will hand out their cartoons to the teacher so that next day cards would be distributed other way.

The teacher will facilitate some web pages for the pupils so that they can practise at their homes the vocabulary and watch an episode of their favorite cartoon series in English.

You can check this web and have a look to the English sections:

http://www.rtve.es/infantil/series/

Main- task activities:

Small group: In turns, they will perform they are the characters on their cards and should call each other to ask questions and guess who they are by asking questions about their personality and how they are looked like.

Crossword: the teacher will have prepared some character's descriptions earlier.

Big group: variation of the first game. The whole class will do the same as in the activity before but this time is the whole small group who chooses a character and the rest of the class ask questions to find out who they are.

Individual work: pupils answer to the question of what part of the activity they liked most.

After-task activities (evaluation of the task):

As we have been practising the 5 skills during three days now we will also evaluate how successful was our activity for pupils and check how much knowledge they have acquired through this unit, specially in listening, reading, speaking and finally writing. To do so, the teacher prepares a big box full of cutting outs of cartoon character's body parts.

Pupils in groups should spend some time deciding how their favorite cartoon Frankestein would be and after they will be asked to make up their own group cartoon Frankestein through adding parts by picking them up when teacher says, for example: Ok, and now come and find in the box pieces for your cartoon if it has blue eyes.

Later, the group explain to the class what they did, how is their Franquestein and why it is that way.

Finally, individually, pupils write a description of their own favourite Frankestein and why they chose one part and not other.