Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
- I can use different kinds of method to assess students' learning progress and development and then to modify or adjust lesson plan or to reteach if needed.
Goal:
* Achievement: what students KNOW about the language.
** Proficiency: what students can DO with the language.
- To evaluate if all students are able to apply their knowledge to real life situations. Ideally, I would want to increase students' language literacy from achievement* level to proficiency** level.
* Achievement: what students KNOW about the language.
** Proficiency: what students can DO with the language.
Goal reflection:
- Assessment, an integral part of instruction, indicates whether or not the goals of education are being reached. A good teacher should design and apply multiple methods of assessment to observe students’ learning progress and determine whether the teaching methods, teaching goals and assessment methods should be adjusted. My final goal is to make all students be able to apply their old knowledge to new or real life situations which is from achievement level to proficiency level . In order to do so, I will need a different way to assess students daily, hourly, and/or after each lesson or activity.
Evidence:
1. Formal assessment :
a) weekly vocabulary and sentence writing
b) Youth Chinese Test (YCT) (Reading and listening)
c) Mandarin Matrix reading and writing test
a) weekly vocabulary and sentence writing
b) Youth Chinese Test (YCT) (Reading and listening)
c) Mandarin Matrix reading and writing test
week_26_test_2.pdf | |
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yct2-1.pdf | |
File Size: | 905 kb |
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mandarin_matrix_reading_and_writing_test-1.pdf | |
File Size: | 401 kb |
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2. Informal assessments.
a) computer games (with scores)
b) activities
c) tasks
d) worksheets
e) daily speaking, listening, reading, and writing informal evaluations
a) computer games (with scores)
b) activities
c) tasks
d) worksheets
e) daily speaking, listening, reading, and writing informal evaluations
Computer games: I have different game to fit every lesson. These games are including listening, speaking, and reading. Students record their score after playing daily so I can track.
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Activities: To assess students via activities is a good way as students are using what they have learned to engage in the activity.
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Tasks: To assist student via tasks to see if they are able to complete. These tasks could be in paper form or in activity form.
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Worksheets: I have students to write daily worksheets and record their score to see student' progress.
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Daily speaking, listening, reading, and writing informal evaluations
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Evidence reflection:
- I have a weekly writing test and a reading & listening test (Youth Chinese Test) on Thursdays and Fridays. The computer games I designed, at least 3 new games per week, for students to play daily is also an informal assessment. Students may choose to play different games and when students get 100% correct on a game, they will move to play another game until they can get 100% correct on each games. Students desire to get 100% on computer games. I find that the weekly computer games (informal assessment) dramatically improve students' weekly test score as all computer games I design are topic related. I hope these formative assessments (games, activities, tasks, worksheets, informal evaluations) can enhance students intrinsic motivation to learn the second language, Chinese. I believe that assessments should be designed in multiple formats in progressing like pre-assessments, formative, and summative assessments. I continuously assess students’ learning outcomes and evaluate my teaching effectiveness in order to adjust and improve my goals and objectives.