ASSESSMENT OF STUDENT LEARNING
Assessment Method
One of my assessment methods was self-assessment that involved judgment of learners’ work by evaluating the application of the learned skills in prepositions, adjectives, and pronouns. The method was valid and reliable for the learning objectives, such as the description of experience and using adjectives to talk about feelings since it motivates learners to evaluate their level of expression. Learners can more effectively assess their change in describing experience and use of prepositions in speaking because they know their vocabulary level. The method was, on the other hand, fair because it assessed learners according to their level of improvement and not based on other student’s knowledge. I used class activities like requesting students to describe their past experiences, an approach that made them be part of teaching since they would correct each other.
I also used peer assessment, where students would evaluate the work of their colleagues during group discussions, class games, and presentations. The approach allowed learners to own the learning process since they could share their learning experiences. Class games and discussions also enabled all students to participate in moderate learning styles and pace that fits their needs. The assessment method was valid and reliable because learners would agree on the correct answer or method based on the teacher’s assessment. Through discussions, learners can argue until they settle on the most appropriate response, which in most cases is the same, which the teacher would give.
Another assessment method was individual assessment using classwork questions, open books, and homework. The individual evaluations demanded factual knowledge. It was a fair approach since every learner had learned some vocabulary, sentence structure, and use of adjectives and pronouns to proof knowledge advancement. The reliability and validity of individual assessments are based on the fact that learners learn ways to communicate, which they would prove in the questions by completing sentences.
Assessment Criteria/Rubrics
Among the assessment tools used includes homework and, open-book tests as shown on the following figures
I used a progressive record with categories of Participation, tests in homework, and speaking, as shown in the following table.
| Name | Participation
Out of 10 |
Evaluation (Homework) out of 10 | Speaking
Out of 10 |
Score out of 30 |
| Kitty Tang | 4 | 7 | 5 | 16 |
| Cherry Zeng | 2 | 5 | 7 | 14 |
| Charolette | 4 | 3 | 4 | 11 |
| Class Participation Rubric/10 | |
| Participation Frequency
(initiates and contributes above two times give 3 once give 1, student need teacher’s input to participate 1, and none give 0) |
3 |
| Listening
(does not listening-0, often inattentive 1, mostly attentive -2 attentive -3 |
3 |
| Quality of contribution and comments
Always constructive and insightful -4, mostly insightful and constructive -3, sometimes insightful and constrictive -2, uninformative comments with wrong terminologies – 1 |
4 |
| Speaking/Oral Proficiency Rubric/10 | |
| Grammar
4. Regular incorrect grammar like a native speaker 2. Occasional inappropriate prepositions, adjectives, and pronouns 1. Frequent inappropriate prepositions, adjectives, and pronouns |
4 |
| Fluency
3. Smooth flow without distracting hesitation 2. several hesitations 1. Many hesitations with difficulty in the choice of words |
3 |
| Pronunciation
3. Accurate with appropriate inflections 2. Satisfactory with often incorrect inflections 1. Very poor pronunciation
|
3 |
Student Assignments
In my class, I determined the achievement of learning objectives through the distribution of the performance level. I assumed to have met the intended learning objectives ILOs once there were more students with average and above performance and at least 25% in the high-performance category. Average performance means that students had the idea of identifying prepositions, adjectives, and pronouns and might have only confused about the actual question. To enhance learning, I gave students feedback that revealed and elicited emotions of trial and showing the need to improve. Among the feedbacks includes “Great! Keep trying Abby!” and “Keep it up.” A feeling and suggestion of trail showed that they only needed some adjustment to make it to the next level, motivating them to seek more assistance, concentration, and revision.
Example of informal Assessment
Example of formal assessment
Examples of graded work from high to low
The first and second work is at a high performance because the students got most of the questions correct. It means that they have mastered the concept. Where they have made mistakes, the incorrect answers have a very close relationship with the correct answers meaning that they have only minor issues with differentiating the right preposition. They have some cancelation of answers, and the ones they replace are mostly correct, revealing high-level critical thinking and understating of the process of identifying the proper prepositions.
The third and fourth work is average performance because the students got at least half of the questions correct. It means that their concept of mastery in prepositions is halfway. Where they have made mistakes, most incorrect answers have a very close relationship with the correct ones, meaning that they have average issues with differentiating the right preposition. They do not have some cancelation of answers revealing low-level critical thinking and understating of the process of identifying the right prepositions.
The fifth and sixth work is at a low performance because the students got most of the questions wrong. It means that they have not mastered the concept and only have no or small ideas. Where they have made mistakes, the incorrect answers have no close relationship with the correct answers meaning that they have significant issues with differentiating the right preposition. They do not have some cancelation of answers revealing low-level critical thinking and understating of the process of identifying the correct prepositions.