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Is formative or summative assessment evidence relatively more useful to help analyze individual students' learning asets/gaps?
14 Matching Annotations
- Feb 2022
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www.cde.ca.gov www.cde.ca.gov
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‘forv’”(
Quizzes? Unit/Chapter Tests?
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iprovidacoblior
Other than those classic tools/assessment, are there any other new tools and/or cutting-edge technology used for ELA/ELD instruction recently?
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lauagarofwhilraoyufoo(hgrou).MrRogTi,whohabrordiihooklauagduicovoaJulioiuofacadclauagfroclacharibohiwriakiahariory,doafvjobofcovihiuiofiorofrohirrchapadihipwiidMrRogTididarcloydwridripoawlalauaguircovoiordkdioabouwhalauagfrofifocuoaprogriuShalplakacopyofhar
It is essential for teachers to keep tracking and analyzing students' performance so that we can adjust our instructional plans that fits for individual students in a timely manner.
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gTiworkbaviorwipurpoofguididroughadploraoofco
I worked collaboratively with my students' English teacher as well for an in-class debate. The topic was about Economics, and they must reading a large number of articles/papers/news... related to Economics topics they selected and demonstrate their viewpoints and arguments with well-explained examples and other supportive evidence in English. This debate was aimed to help students gain a deeper understanding and appreciation of text and foster perseverance and passion for deep reading of worthy texts. Such interdisciplinary activities were quite meaningful and fun if well-designed.
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s s ea tht eek n ths situtin, e nts to e ea stuent sustaned tunities
Mr. Elfert can adjust his instruction quickly based on students' performance in group discussions. I used to group students randomly because I thought it was unfair to purely group them based on their English language proficiency and/or learning abilities. However, sometimes some students felt that they were always falling behind their peers and therefore felt frustrated and disappointed on themselves.
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upwork
Using proper instructional groupings is effective and can cultivate a positive and collaborative learning environment.
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ong several stuents nd eces to them toether miniesson.wriaBobbyrogzriabiliyofhiurcIolabwriaplaihowidpporhiarguUhdiwri“orgazaoaaol”aBobbyhaproblorgazihiwrifvycovhiargurd.BygaiidicourofiiacoMHaaliablhhchipoiiividualddi
Ms. Hatwal is so amazing that she can quickly observe and summarize students' learning needs by gathering evidence during their interaction and categorize several students with common needs into the same mini-lesson to help them together.
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t is in the text or the readers may not believe you e sks m to ea s ment ng estashed tht the s s ment s to sto mpng n the ean ecse the eati nimas e see e ng to stat nishng Ms. Hatwal: So, what evidence did you find to support that claim—that all the animals will die if we don’t stop dumping? What evidence did you find that will help to strengthen tht ment, e t to eaers? s. tw then els ecnie the nfmatin e s ted s m a reliable source and is effective in supporting his argument. Satisfied that Bobby can move n s n to ncte s evence, she then sks m to evew the nitin s ment nd to et er no ere e e the evence. en es ths, t s event to s. tw tht e s some nfsin t the er strtue nd tht s ting needs to e eonied s s moment n the ntertin en she taets teang nt m. e evews the nitin th m nd tes the nitina elements on a self-adhesive note and includes specific instructional support, such as putting the evidence in order to help the flow or adding transitional sentences..FifgradarworkiofollowiCCCSSforELLiacy:(a)applyirdiardforiorol(RI.5.8);(b)wriard: (W.5.4);a(c)lauagard:(L.5.4-6),parcularlyaorrdkrcarofralviroIrrdiiucoalyzaidfylocaoof, ,appor.Irwri,arlrhoworgazrargufvy.WhildarivolviiwriparoflMHaalwiBobbydiuhiwriprogrShhaaribiopapagwihdiap:adiludiBobby’Shplawichofduriday’wrioMHaal’ialpurpowiBobbyifollowupofbackprovidhiodayagobaoidicifroaiacowihiiaiacodahprovidourcofidpporhiarguOioccaowahowhhauhpriorfback:MHaal: You’rworkioidTlabouiBobby: IfougoodioroibookofEvirolProoyaoIMHaal: whadoyouiabouwhayoufoufar?DoyouiaipporyourarguBobby: Igu....ipoiMHaalrBobbyapurpoofidipporhiargu
Hatwal found what Bobby needed to improve and guide him with clear and direct messages and specific questions.
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clic
My college professors used clickers frequently for class attendance and in-class pop quizzes.
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gTchcaarcoELdquicklywriro en Eli
I used to encourage students to express their opinions and thoughts in class bravely, and when some students were stuck there and could not respond to text-based questions in English, I allowed them to continue in their primary language.
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Teaers s sh tae eat e en mang these matie ssessment ecsins. Depending on their level of English language proficiency, some ELs may not be able to fully express thei eas t to ng ss scssin; ever ths es not necessa mean tht they not nderstand the to n tin, n nfma sertin ndting tht s e not orally proficient in English should not determine how the students are taught reading in English. e efers to the stance etween ere the stuents’ eaning entl stands t ti nts n the esson esson n e sever ers s ng nd the ntended eaning the esson. e se shte matie ssessment s to se ths so tht stuents meet the er s sh not e nfsed th the term achievement gap efers to erences n summatie edtina tcmes mong erent sus stuents.0 ter AssessmentchofELouldkgrcarwhkiforvadioridorallyabouapicduriacladiuohow,idorilyadoupic.Iaddi
When I worked in a Chinese international high school, my students had different levels of English language proficiencies: some students' primary language was English, some went back to China from the States due to the pandemic, so they could speak fluent English, and some others can barely speak English, let alone express their ideas in English. However, I also noticed that their language proficiency was not necessarily related to their understanding of content and their assessment performance.
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I used to be a high school Economics teacher, my previous students and I really liked to form small groups and discuss short articles in The Economist and/or the latest news. Through this group activity, students could relate what they had learned in the textbook to real-life issues. Moreover, I could assess students' reading comprehension and build their analytical reading skills, and students had opportunities to develop their communication and teamwork skills.
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While matie ssessment evence s not egted n the same s medm- nd nge ssessment nfmatin, teaers n tege nd stuent espnses to tterns ss the ss ti stuents e tlers. exmpe, ter stuents e espnded to estin t text, teaer n tege espnses nto thse tht emonstrte nderstandng thse tht emonstrte ti nderstandng nd thse tht not emonstrte nderstandng e next s nstrtin s then nned ng forvaidiaggraiwayaiualo-cyclaiorochcacaoriziividualdrolookforpaacroclaorforparculardwhoaroui Foralafdhavroaquoabouaachcaquicklycaorizroioadaui,oadaparalui,aoadodaui.Thday’iucoiplaaccordily.
Differentiated teaching and learning is important. In my previous workplace, which is an International Baccalaureate school, when G10 students were about to make decisions on course selections for G11&12 (they must choose 3 high-level (HL) courses and 3 standard-level (SL) courses), teachers could give them proper suggestions based on their performance in formative assessments.
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