1 ANGELES UNIVERSITY FOUNDATION Angeles City, Pampanga DINES, JOYCE P.

CI-ENG 612 (TRADITIONAL AND NON-TRADITIONAL ASSESSMENT IN LANGUAGE) August 6, 2011 ASSIGNMENT INSTRUCTIONS The purpose of this assignment is to apply your knowledge of informal assessments learned from this unit into your teaching practices. After examining language learning goals in your own school and from course readings, you will select 2-3 specific learning goals appropriate for students you are likely to teach. You will then develop an informal assessment plan to match one of these goals. Please limit your paper into 3-4 pages (not including references). Design a new informal assessment plan and rubrics for your class. The format of the plan report: 1. Learning Goal (s) Identify the learning goal (s) that will be used to develop the assessment plan 2. Setting/Scene Give a description of the situations in which informal assessments can be used. What sort of class? What ability levels? What sort of contact time? What resources are available? 3. Assessment Descriptions Give a brief description of each of the informal assessments to be used in your assessment plan. What abilities, knowledge, or performance is each meant to measure? 4. Sample Here, you are to present the actual assignments, rubrics, interview questions, quizzes or other assessments you plan to use. You may follow the steps of rubrics design suggested by Craig Mertler (p. 5) and create an assessment plan with rubrics for your own classrooms. 5. Student reflection Include how you feel about this plan, advice or recommendations or cautions if someone else wants to use your plan. NOTE: Maam: I really feel sorry that I have exceeded the number of the required pages for this certain report. I exhausted all possible ways in order to come up with a four-page report, but to no avail. I hope you would find the content more significant than the number of pages. I am sorry also if this report would cause much time to read and to evaluate. I hope you do understand my sentiment, and I am hoping also for your utmost consideration regarding this matter. Respectfully yours, JOYCE P. DINES

ANGELES UNIVERSITY FOUNDATION

2 Angeles City, Pampanga DINES, JOYCE P. CI-ENG 612 (TRADITIONAL AND NON-TRADITIONAL ASSESSMENT IN LANGUAGE) August 6, 2011 A. LEARNING GOALS TO BE USED TO DEVELOP THE ASSESSMENT PLAN 1. Write Standard English sentences with correct sentence structures, verb forms, noun forms, word choice, spelling, and correct punctuation; 2. Get and share information from the different parts of the book, current information from newspapers and data from the general reference in the library. 3. Express opinion in writing (e.g. stand on certain issues, complaints, etc.) and write summaries of survey reports on a given issue B. DESCRIPTION OF THE SITUATIONS IN WHICH INFORMAL ASSESSMENTS CAN BE USED Informal assessments are alternative assessments conducted and suggested by educators to be used inside the classrooms in order to evaluate student performance effectively. These forms assessment include portfolio assessment, dialogue journals, self-assessment, role play, and other forms of assessments conducted by teachers apart from the traditional forms of assessment being given to the students inside the classroom. Informal assessments may be done in all sorts of classes, in all ability levels. Pathways Home of the North Central Educational Laboratory has this to say, At all levels, educators are turning to alternative, performance-based assessments that are backed by criterion-referenced standards. Such assessments help educators gain a deeper understanding of student learning, and enable them to communicate evidence of that learning to parents, employers, and the community at large. These new alternative assessments and standards have been heralded as the answer to a whole host of education ills, including the apparent or real gap in performance between students of different ethnic, socioeconomic, and language backgrounds.1 The contact time that is required for the informal assessment depends upon the kind of informal assessment that would be used. Studies also show that alternative assessment as a form of informal assessment requires really a great deal of contact time between the teacher and the student. Nonetheless, if students acquire the skill of self- assessment, then it would be of great help to the teacher in monitoring the students work. Moreover, peerevaluation is also of great help to alternative assessment. With regards to resources, Margery H. Davis and Gominda G. Ponnamperuma have this to say, Concerns regarding the feasibility and cost effectiveness of portfolio assessment relate not only to academic staff time but also to the infrastructure required to run a holistic portfolio assessment process. These logistics include adequate secretarial support to log individual student grades; staffstudent contact time for the ratings to be valid and for the supervision of portfolio building to be meaningful; examiner time for reading the portfolios; numbers of examiners to conduct interviews following the submission of portfolios; and briefing of examiners to prepare them for this new form of assessment, which is fundamentally different from the traditional examinations to which they are accustomed. 2

Deborah Winking, Critical Issue: Ensuring Equity with Alternative Assessments, Pathways Home of the North Central Educational Laboratory, http://www.ncrel.org/sdrs/areas/issues/methods/assment/as800.htm (accessed July 29, 2011). 2 Margery H. Davis and Gominda G. Ponnamperuma, Portfolio Assessment, http://www.utpjournals.com/jvme/tocs/323/279.pdf (accessed July 30, 2011).

3 C. BRIEF DESCRIPTION OF EACH OF THE INFORMAL ASSESSMENTS TO BE USED IN YOUR ASSESSMENT PLAN 1. COMPOSITION WRITING Grammar skills and paragraph development skills are checked through this task. 2. PORTFOLIO ASSESSMENT This type of assessment would require a student to have a folder of his own where he should be compiling his outputs so that these outputs be monitored by both student and teacher. It is to be noted that portfolio assessment is an ongoing process involving the student and teacher in selecting samples of student work for inclusion in a collection, the main purpose of which is to show students progress.3 The portfolio to be used in this assessment plan would contain samples of creative works, tests, quizzes, homework, projects, self-assessments, comments from peers, and comment from teachers. 3. LETTER WRITING This form of assessment checks on the communication skills, grammar skills, and paragraph organization skills of students. 4. GROUP DISCUSSION/ GROUP SHARING Group discussion occurs any time three or more people meet to solve a common problem, arrive at a decision, or answer a question of mutual interest. The idea of cooperation is basic to discussion. It means that the members of the group must share a desire to achieve a common goal. They may not all wish to achieve that goal in exactly the same way, but they must be willing to devote their energies to reaching a group solution, rather than promoting their own individual agendas, solutions, or opinions. This does not mean that there won't be differences of opinion in the group discussion; rather, it means that each member must enter the group with an open mind, genuinely prepared to listen as well as to argue.4 The group discussion would be executed in the classroom to let the students practice their oral communication and leadership skills. 5. DIALOGUE JOURNALS Writing is a highly desired skill but very few students get interested on practicing this skill. Oftentimes, students are required to write research papers, narratives, essays, stories, poems, and reports. As such, most students find it boring to write highly technical outputs; thus, the dialogue journal is an alternative to assess writing skills of students. A dialogue journal is interactive writing, or a written conversation between two people. In a classroom, it is usually between the teacher and the student or between two students. By writing things down, the teacher has a written record of each student's progress in the class. The journal also provides a place for the teacher to privately respond to questions and comments the student might not want to bring up during class. Teachers can ask questions and get to know each student individually, or provide individualized instruction.5 The dialogue journals that would be using will be a separate notebook wherein it would be the teacher and the student concerned will communicate. D. SAMPLE ASSESSMENT TOOLS and ASSESSMENT PLAN ASSESSMENT PLAN
3

Charles R. Hancock, Alternative Assessment and Second Language Study: What and Why?, ERIC Digest. (July

1994).
4

Tripod.com, Group Discussions, http://members.tripod.com/teaching_is_reaching/group_discussions.htm (accessed July 27, 2011). 5 Joanna Szeto, Interactive Writing Builds Language Skills in a Meaningful Context, Dialogue Journals Help Improve Writing,(August 2009), http://www.suite101.com/content/dialogue-journals-help-improve-writing-a139237 (accessed July 27, 2011).

ASSESSME FORMAT OF NTS ASSESSMENT 1. Write Standard Pre-Assessment Paragraph Writing English sentences with correct sentence Formative Portfolio structures, verb forms, Assessment Assessment noun forms, word choice, spelling, and correct punctuation

LEARNING GOALS

ADAPTATIONS (DIFFERENTIATION) Check on the output feedbacks Constant monitoring of performance. and the provide student

Build in confidence to the student to do self-evaluation and reflection regarding the things he includes in his/her portfolio.

PostAssessment

Provide feedbacks so that the student would feel the sense of being significant in class. Writing of Friendly Provide scaffolding by showing sample Letter friendly letters. Check on the output and provide feedbacks. Group Sharing and Facilitate the group discussion by going Group Discussion around the different groups to check if the group members are in the right track. Interactive Guiding other students to do peerDialogue Journal evaluation. Build in confidence to the student to do self-evaluation and reflection regarding the things he includes in his/her portfolio. Provide feedbacks so that the student would feel the sense of being significant in class. Writing a Narrative Check on the output and provide feedbacks.

2. Get and share Pre-Assessment information from the different parts of the book, Formative current Assessment information from newspapers and data from the general reference in the library.

PostAssessment

SAMPLE TASKS AND RUBRICS 1. RUBRICS FOR COMPOSITION WRITING Task- Write a composition of about 250-300 words on one of the following topics: a. Finishing tons of requirements on time b. Spending quality time with your family c. Life in the dormitory d. Your bestfriend e. Your parents
Performance Area MECHANICS 1-MINIMAL Written work has serious and persistent errors in word selection and use, sentence structure, spelling, punctuation, and capitalization. Written work does not cover the assigned topic, and assertions are not supported by 2-ADEQUATE Written work has several major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization. Written work does not do an adequate job of covering the assigned topic, and assertions are weakly 3-STRONG Written work is relatively free of errors in word selection and use, sentence structure, spelling, punctuation, and capitalization. The length of the written work is sufficient to cover the topic, and assertions are supported by 4-OUTSTANDING Written work has no major errors in word selection and use, sentence structure, spelling, punctuation, and capitalization. The length of the written work provides in-depth coverage of the topic, and assertions are clearly

IDEAS CONTENT

AND

5
evidence. STRUCTURE Organizational structure and paragraphing have serious and persistent errors. supported by evidence. Written work has weak beginning, development, and conclusion. Paragraphing and transitions are also deficient. evidence. Written work has adequate beginning, development, and conclusion. Paragraphing and transitions are also adequate. supported by evidence. Written work has clear and appropriate beginning, development, and conclusion. Paragraphing and transitions are also clear and appropriate.

Comments: Adapted from the Association for the Assessment of Learning in Higher Education6

2. PORTFOLIO ASSESSMENT Task- Organize an Academic Portfolio that would help you track your performance for the whole quarter. Your portfolios will be checked weekly. Note for the points that would be evaluated on the rubrics below.
REQUIRED ITEMS CONCEPTS EXPERT (4) All required items are included. Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications. Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives. All common words are spelled correctly. There are few mistakes in punctuation and capitalization. Mistakes do not hinder understanding. Items are clearly introduced, well organized, and creatively displayed, showing connection between items. JOURNEYMAN (3) Few required items are missing. Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications. Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives. Most common words are spelled correctly, and/or convention errors are minimal. Mistakes do not hinder understanding. Items are introduced and well organized, showing connection between items. APPRENTICE (2) A significant number of required items are missing. Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them. Reflections illustrate an attempt to critique work, and to suggest alternatives. Some common words are spelled incorrectly, and/or convention errors hinder understanding. Items are introduced and somewhat organized, showing some connection between items. NOVICE (1) Most required items are missing. Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts. Reflections illustrate a minimal ability to critique work.

REFLECTION/ CRITIQUE

WRITING CONVENTIONS

Many common words are spelled incorrectly and convention errors hinder understanding. Items are not introduced and lack organization.

OVERALL PRESENTATIO N

Comments: Adapted from Pierette Pheeney, in The Science Teacher, October 1998.7
6

Association for the Assessment of Learning in Higher Education, course1.winona.edu/shatfield/air/rubrics.htm (accessed July 22, 2011)

3. LETTER-WRTING RUBRIC Task- Write a letter to a friend thanking him/her for letting you sleep in his/her house. The rubrics below will be your guide in coming up with your letter.
CATEGORY 4 3 2 1 Salutation Salutation and closing Salutation and closing Salutation and closing Salutation and/or and Closing have no errors in have 1-2 errors in have 3 or more errors in closing are missing. capitalization and capitalization and capitalization and punctuation. punctuation. punctuation. Sentences & Sentences and All sentences are complete Most sentences are Many sentence Paragraphs paragraphs are and well-constructed (no complete and well- fragments or run-on complete, well- fragments, no run-ons). constructed. sentences OR constructed and of Paragraphing is generally Paragraphing needs paragraphing needs varied structure. done well. some work. lots of work. Grammar & Writer makes no errors Writer makes 1-2 errors in Writer makes 3-4 errors Writer makes more spelling in grammar or spelling. grammar and/or spelling. in grammar and/or than 4 errors in (convention spelling grammar and/or s) spelling. Capitalizatio Writer makes no errors Writer makes 1-2 errors in Writer makes 3-4 errors Writer makes more n and in capitalization and capitalization and in capitalization and than 4 errors in Punctuation punctuation. punctuation. punctuation. capitalization and of the Body punctuation. of the Letter Neatness Letter is typed, clean, Letter is neatly hand- Letter is typed and is Letter is typed and not wrinkled, and is written, clean, not crumpled or slightly looks like it had been easy to read with no wrinkled, and is easy to stained. It may have 1-2 shoved in a pocket or distracting error read with no distracting distracting error locker. It may have corrections. It was done error corrections. It was corrections. It was done several distracting with pride. done with care. with some care. error corrections. It looks like it was done in a hurry or stored improperly. Ideas were expressed in Ideas were expressed in a Ideas were somewhat The letter seemed to be a clear and organized pretty clear manner, but organized, but were not a collection of fashion. It was easy to the organization could very clear. It took more unrelated sentences. It figure out what the have been better. than one reading to was very difficult to letter was about. figure out what the letter figure out what the was about. letter was about.

Ideas

Comments: Created using the rubistar.com8

4. GROUP DISCUSSION/ GROUP SHARING GROUP PARTICIPATION RUBRIC Task- Note on both attached rubrics. You will be assessed on how well you meet the following criteria. You will be given an opportunity to reflect upon your participation as well as that of your groups performance.
COULD BE BETTER Group members did not make regular and adequate contributions to the discussions They did not engage in discussing Group management and organization SATISFACTORY Group members made regular and adequate contributions to the discussions They engaged in discussing Group management and organization EXCELLENT Group members contributed fully. They engaged in discussing Group management and came to consensus on how to organize the Group.

PARTICIPATION

7 8

Portfolio Assessment, http://drscavanaugh.org/workshops/assessment/sample.htm (accessed July 27, 2011). Rubric Maker, ALTEC at University of Kansas, http://rubistar.4teachers.org/ (accessed July 22, 2011)

ACTIVITIES

Some Group members All Group members Most Group members did not contributed ideas for contributed and described contribute ideas for responses. responses. the ideas for responses Most group members did not discuss or participate. The Group didn't reach consensus or make necessary decisions. Work was not divided fairly. Disproportionate work done by teammates, as evidenced in discussions. A significant number of group members participated and offered ideas, suggestions, and advice. Work was shared equally among the group but some members show inefficiency to the tasks assigned them. All Group members participated and offered ideas, suggestions, and advice. Group showed evidence of creative problemsolving. Tasks were divided in an efficient way, with work shared equally.

COLLABORATION

Comments: Adapted from http://www.google.com/#sclient=psy&hl=fil&source=hp&q=rubrics+for+group+activity&pbx=1&oq=RUBRICS+FOR+ GROUP&aq=3&aqi=g5&aql=&gs_sm=c&gs_upl=1882l2857l1l8333l5l5l0l0l0l0l1951l9025l85l5&bav=on.2,or.r_gc.r_pw.&fp=7addae809a1038a8&biw=1280&bih=607 9

INDIVIDUAL PARTICIPATION (SMALL GROUP) RUBRIC

CRITERIA PARTICIPATION IN DECISIONMAKING WITHIN THE GROUP INTERACTION WITH GROUP COULD BE BETTER Made no suggestions or comments to help manage the group through the group output SATISFACTORY Made some comments on others suggestions or agreed on how to manage the group through the group discussion/group sharing process EXCELLENT Made suggestions and helped manage group through the group discussion/group sharing.

Participated throughout the Did not interact or did not Met the minimum requirements for process of the group sharing meet the minimum the group activity but did not and group discussion and requirements for the group participate throughout the group met or exceeded the output. discussion. requirements. contribute to Contributed to the group the Contributed to some of the activity output and did part in but not all or did not do fair share. fulfilling the requirements for the output.

CONTRIBUTION Did not TO THE GROUP output.

Followed the group output and GROUP Got behind and/or tasks were Completed the tasks completed most of them by the PERFORMANCE incomplete effectively and on time. deadline. Comments: Adapted from http://www.google.com/#sclient=psy&hl=fil&source=hp&q=rubrics+for+group+activity&pbx=1&oq=RUBRICS+FOR+ GROUP&aq=3&aqi=g5&aql=&gs_sm=c&gs_upl=1882l2857l1l8333l5l5l0l0l0l0l1951l9025l85l5&bav=on.2,or.r_gc.r_pw.&fp=7addae809a1038a8&biw=1280&bih=607 10

5. INTERACTIVE JOURNAL RUBRIC

9

Group Participation Rubric, http://www.google.com/#sclient=psy&hl=fil&source=hp&q=rubrics+for+group+activity&pbx=1&oq=RUBRICS+FOR+ GROUP&aq=3&aqi=g5&aql=&gs_sm=c&gs_upl=1882l2857l1l8333l5l5l0l0l0l0l1951l9025l85l5&bav=on.2,or.r_gc.r_pw.&fp=7addae809a1038a8&biw=1280&bih=607 (accessed July 27, 2011). 10 Ibid.

8 Task- Maintain a separate notebook that would serve as your interactive journal for the literary pieces that we would taking in class. The journal will be checked every after a discussion of a literary piece. Take note of the points that would be considered in the evaluation of your output.
4 CONTENT Responses refer to the assigned reading materials and use vocabulary and examples from the assigned reading materials. Responses are complete and detailed. Responses always relate directly to the previous writing or response, creating a dialogue. Questions are answered directly. All common words are spelled correctly. There are few mistakes in punctuation and capitalization. Mistakes do not hinder understanding. 3 Responses usually include vocabulary and examples from the assigned reading materials. Responses include some detail. 2 Responses often do not refer to details from assigned reading materials. Responses include some details. Responses often do not relate to the previous writing or response or fail to create a dialogue. Questions are answered vaguely. Some common words are spelled incorrectly, and/or convention errors hinder understanding. 1 Responses include no details.

AUDIENCE AND PURPOSE

Responses usually relate to the previous writing or response, creating a dialogue. Questions are answered directly.

WRITING CONVENTIONS

Most common words are spelled correctly, and/or convention errors are minimal. Mistakes do not hinder understanding.

Responses do not relate to the previous writing or response and/or fail to create a dialogue. Questions are ignored. Many common words are spelled incorrectly and convention errors hinder understanding.

Comments: Adapted from ReadWriteThink.com11

E. REACTION ABOUT THE PLAN, ADVICE, RECOMMENDATIONS, OR CAUTIONS IF SOMEONE ELSE WANTS TO USE THE PLAN This assessment plan contains sample Learning Competencies in a language class, some alternative assessments that could be used in assessing the identified learning competencies, and sample rubrics that could be used evaluate the alternative assessments. The alternative assessment forms discussed in this paper are authentic assessments that are highly recommended for use in Language classes. Composition Writing, Portfolio Assessment, Letter Writing, Dialogue Journals, and Group Discussion are forms of assessment where writing, speaking, listening, and reading skills are directly measured through the performance of the students. The sample rubrics presented above were adapted from different rubric makers; as such, the rubrics presented above may be modified especially if there is a need to remove or add points to be evaluated in a certain output. The sample assessment plan was presented in a tabular manner that is why, it could be easily followed. The learning tasks were constructed vis--vis the learning goals that were identified. The two learning goals that I used to develop my assessment plan were taken from the Desired Learning Competencies for English 1 as prescribed by the Philippine Science High School System where I am currently working. Considering that most of my students are of almost the same level when it comes to their language abilities in using the English language, I am
11

Literature Interactive Journal Rubric, ReadWriteThink, NCTE/IRA

http://www.google.com/#hl=fil&cp=34&gs_id=3x&xhr=t&q=rubrics+for+literature+interactive&pf=p&sclient=psy&biw=1280&bih= 607&source=hp&pbx=1&oq=rubrics+for+literature+interactive&aq=f&aqi=&aql=&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.&fp=4 9265751142e010 (accessed July 27, 2011).

9 confident that the tasks and assessment activities mentioned above would be carried out successfully. Nonetheless, if this assessment plan be used in a classroom wherein there are students who have exceptional needs or for whom English is a new language for them, intervention strategies could be added in the differentiation part of the assessment plan. Moreover, the stated differentiation strategies in the assessment could also be modified depending on the need of the students.

REFERENCES
Association for the Assessment of Learning in Higher Education. course1.winona.edu/shatfield/air/rubrics.htm (accessed July 22, 2011).

DAVIS, MARGERY H. AND GOMINDA G. PONNAMPERUMA. Portfolio Assessment. http://www.utpjournals.com/jvme/tocs/323/279.pdf (accessed July 30, 2011).
GENESEE, FRED. Classroom-based Evaluation in Second Language Education. New York: Cambridge University Press, 1996.

Group Participation Rubric. http://www.google.com/#sclient=psy&hl=fil&source=hp&q=rubrics+for+group+activity& pbx=1&oq=RUBRICS+FOR+GROUP&aq=3&aqi=g5&aql=&gs_sm=c&gs_upl=1882l2857l1l 8333l5l5l0l0l0l0l1951l9025l85l5&bav=on.2,or.r_gc.r_pw.&fp=7addae809a1038a8&biw=1280&bih=607 (accessed July 27, 2011). HANCOCK, CHARLES R. Alternative Assessment and Second Language Study: What and Why?, ERIC Digest. (July 1994).

10

Literature Interactive Journal Rubric. ReadWriteThink.

http://www.google.com/#hl=fil&cp=34&gs_id=3x&xhr=t&q=rubrics+for+literature+interactive&pf =p&sclient=psy&biw=1280&bih=607&source=hp&pbx=1&oq=rubrics+for+literature+interactive& aq=f&aqi=&aql=&gs_sm=&gs_upl=&bav=on.2,or.r_gc.r_pw.&fp=49265751142e010 NCTE/IRA

(accessed July 27, 2011). METLER, CRAIG A. Designing Rubrics for Your Classroom. Practical Assessment, Research and Evaluation. (2001), http://pareonline.net/getvn.asp?v=7&n=25 (accessed July 30, 2011). Portfolio Assessment. http://drscavanaugh.org/workshops/assessment/sample.htm (accessed July 27, 2011).
Rubric Maker. ALTEC at University of Kansas. http://rubistar.4teachers.org/ (accessed July 22, 2011).

SHAABAN, KAASIM. Assessment of Young Learners. Forum Vol 39 No 4, (October-December 2001): 16-26. SZETO, JOANNA. Interactive Writing Builds Language Skills in a Meaningful Context. Dialogue Journals Help Improve Writing,(August 2009), http://www.suite101.com/content/dialogue-journals-help-improvewriting-a139237 (accessed July 27, 2011). Tripod.com. Group Discussions, http://members.tripod.com/teaching_is_reaching/group_discussions.htm (accessed July 27, 2011). WINKING, DEBORAH. Critical Issue: Ensuring Equity with Alternative Assessments. Pathways Home of the North Central Educational Laboratory, http://www.ncrel.org/sdrs/areas/issues/methods/assment/as800.htm (accessed July 29, 2011).