An Assessment Design for Evidence Collection
ASSESSMENT DESIGN 4
(Author’s name)
(Institutional Affiliation)
Knowing if students achieve their learning objectives is ofparamount importance to tutors. Teachers need to collect differentkinds of evidence regarding various levels of learning. A properassessment technique is thus required for a valuable analysis of theevidence gathered concerning the learning goals that have beenarticulated. The paper, therefore, presents an integrated oralpresentation and observation as an assessment method for evidencecollection.
Integrated Oral Presentation and Observation
The technique encompasses assigning students to perform oralpresentations so as to demonstrate their knowledge of the contentbeing taught. A criteria list or rubric is created to help assess thepresentation and the general outcome of the students` understanding.For instance, course topics could be divided out into groups orindividuals and let them present information on the topics as shortpresentations (Kelly, 2017). The presentations help the teacher togather evidence on fluency of students when speaking the language. Asthe students present, the teacher also conducts observation. Theteacher focuses on elements that provide evidence of students`learning in regards to the outcomes (Regier, 2012). The tutorobserves details such as difficulty in reading, the pronunciation ofwords, and difficulty or easiness in comprehending sentences (Adelsonet al. 2014).
Students at different learning levels would need adjustments on theassessment activity so as to validate what they know concerning thecourse and content outcomes. For example, lower level learners mightbe required to give their presentations in point forms whilehigh-level students would be required to give presentations in morecomplex structures such as essay presentations. Also, the time forpresentations could be adjusted in such a way that lower levellearners are given more presentation times as compared to higherlevel learners.
When teachers assess the students using the integrated oralpresentation and observation method, the assessment results of theconcepts and skills acquired by students are then used in guidingplanning and instructions. After the assessment, the teacher would beable to design challenging activities where learning gaps would beidentified. The tutor then uses the gaps know the starting points forvarious instructions, and thus utilizes the efficiency of theinstructional time (Madison County Schools, 2012).
Conclusion
An integrated oral presentation and observation assessment is amethod that enables teachers to gather learning evidence fromstudents. The presentation allows students to demonstrate theirknowledge of the learning content, while observation enables teachersto identify elements that illustrate evidence about the learningoutcomes. Adjustments such as reducing or increasing presentationdurations, and modifying the complexity of the presentations wouldenable proper assessment for different levels of students. Teacherswould then use the learning gaps identified to pinpoint the startingpoints of various instruction.
References
Adelson, V., Geva, E. & Fraser, C. (2014). Identification,Assessment, and Instruction of English Language Learners withLearning Difficulties in the Elementary and Intermediate Grades: Aguide for educators in Ontario school boards. Pp 2-17.
Kelly, M. (2017). 10 Methods for Teaching Subject Matter.ThoughtCo. Retrieved 4 April 2017, fromhttps://www.thoughtco.com/methods-for-presenting-subject-matter-8411
Madison County Schools (2012). Policies, Procedures and Assessmentsfor English Language Learners: Guidelines for Identifying,Assessing, Placing, and Meeting the Educational Needs of EnglishLanguage Learners. Pp 5-17.
Regier, N. (2012). Book Three: Summative Assessment 50 Ways to GatherEvidence of Student Learning. Pp 4-10.
No related posts.