Develop Assessment Practices
Develop Assessment Practices
by bunpeiris
Introduction
It is important to have evidence of student learning during learning-teaching session as well as through follow up assignments & tests. As such it is necessary to develop, use and evaluate different methods of assessment in a learning –teaching session.
It is important to have evidence of student learning during learning-teaching session as well as through follow up assignments & tests. As such it is necessary to develop, use and evaluate different methods of assessment in a learning –teaching session.
Subject: English language
Lesson: Phrasal Verbs – Follow up Assignment 1 of Unit 1
Class: Grade 11
Lesson: Phrasal Verbs – Follow up Assignment 1 of Unit 1
Class: Grade 11
Diagnostic Assessment [Assessment for learning]: Spoken session
[Jeremy Harmer’s ENGAGE of ESA- Engage, Study & Activate]
Since the objective herein is to elicit whatthe students already know of phrasal verbs by questioning the whole class an Interactive whole class discussion is conducted. Furthermore, since the teacher is in search of qualitative feedback (rather than scores) for learning, Diagnosis Assessment is chosen for the first part of the learning-teaching session. Both students and teacher focus on the details of content and performance.
[Jeremy Harmer’s ENGAGE of ESA- Engage, Study & Activate]
Since the objective herein is to elicit whatthe students already know of phrasal verbs by questioning the whole class an Interactive whole class discussion is conducted. Furthermore, since the teacher is in search of qualitative feedback (rather than scores) for learning, Diagnosis Assessment is chosen for the first part of the learning-teaching session. Both students and teacher focus on the details of content and performance.
Objective: The students will be able to identify the phrasal verbs in this short spoken segment of the session.
Implementation of Diagnostic Assessment
Teacher asks following questions from the learners in the class. Then they replace the phrasal verbs with single words on their own.
Have you ever come across phrasal verbs?
Do you pick up phrasal verbs in conversation or while reading?
How do we set about learning phrasal verbs?
Now, what are the phrasal verbs you took in those three questions?
Teacher asks following questions from the learners in the class. Then they replace the phrasal verbs with single words on their own.
Have you ever come across phrasal verbs?
Do you pick up phrasal verbs in conversation or while reading?
How do we set about learning phrasal verbs?
Now, what are the phrasal verbs you took in those three questions?
Student outcomes & teacher feedback in Diagnosis Assessment
All the students were able to pick up phrasal verbs in all of the 4 oral questions.
All the students were able to pick up phrasal verbs in all of the 4 oral questions.
Teacher repeats the questions and asks the students
to note down the questions.
Teacher: Can we replace those phrasal verbs with a single verb?
Most of the students were able to replace the phrasal verb with a single verb. correctly. Some replaced with a verb which isn’t a synonym.
to note down the questions.
Teacher: Can we replace those phrasal verbs with a single verb?
Most of the students were able to replace the phrasal verb with a single verb. correctly. Some replaced with a verb which isn’t a synonym.
Implementation of Formative Assessment [STUDY of ESA]: Activity session
Since the main part of the learning-teaching session needs to be an assessment
as learning, a formative assessment is chosen. This Activity based assessment consist of a group work in which small groups of students read & match sets of cards that forms a quiz session. Herein the formative assessment is made on the spot [then & there]. The teacher recognizes and responds to student learning in order to enhance same during learning-teaching session.
Since the main part of the learning-teaching session needs to be an assessment
as learning, a formative assessment is chosen. This Activity based assessment consist of a group work in which small groups of students read & match sets of cards that forms a quiz session. Herein the formative assessment is made on the spot [then & there]. The teacher recognizes and responds to student learning in order to enhance same during learning-teaching session.
Objective: The students will be able to figure out the meaning of the phrasal verbs by means of the example sentences.
Teacher distributes 4 sets of cards having 20 cards in each set
Cards set 1: each card has a phrasal verb
Cards set 2: each card has 1synonym for one phrasal verb already set in Card set 1
Cards set 3: each card has meaning of one phrasal verb of Cards set 1
Cards set 4: each card has an example sentence for a phrasal verb in Card set 1
eg.
Teacher distributes 4 sets of cards having 20 cards in each set
Cards set 1: each card has a phrasal verb
Cards set 2: each card has 1synonym for one phrasal verb already set in Card set 1
Cards set 3: each card has meaning of one phrasal verb of Cards set 1
Cards set 4: each card has an example sentence for a phrasal verb in Card set 1
eg.
|
PHRASAL
VERBS |
|
Look forward to
|
|
Look into
|
|
Look down
|
|
Look after
|
|
drop off
|
|
MEANINGS
|
|
Something that’s going to happen, you feel excited or happy about it.
|
|
Investigate or try to find out more about something
|
|
Respect or admire someone
|
|
To make sure something or someone has everything they need and is
|
|
To think that someone is not as good as you are, or not as important as you are
|
|
To go to sleep without difficulty
|
|
EXAMPLE SENTENCES FOR THE GIVEN PHRASAL VERBS
|
|
Lady Crawford and her fpriends are in the habit of looking down on people who are
less-educated than they are. |
|
I always look forward to our holidays in Bali. It’s a beautiful place and every time we go there we have a great time.
|
|
I told my lawyer about how the hospital had overcharged me, and he said he’d look into my case.
|
|
Parents teach their children to look up to their teachers
|
|
My friend has asked me to look after his dog because he’s going away for a few days.
|
|
After I’ve eaten dinner, I can drop off with no trouble at all.
|
|
SYNONYMS FOR THE GIVEN PHRASAL VERBS
|
|
anticipate
|
|
respect, admire
|
|
rear
|
|
disdain
|
|
investigate, examine
|
|
take care of
|
Student outcomes & teacher feedback in Formative Assessment
The students pointed out “drop off” has the meaning of “to break away and fall off”.
I lifted boxes until I thought my arms would drop off.
The students pointed out “drop off” has the meaning of “to break away and fall off”.
I lifted boxes until I thought my arms would drop off.
The teacher had to admit that was true: there is a literal meaning. And then teacher had to insist that “drop off” also has an idiomatic meaning of “. to
go to sleep without difficulty; to fall asleep The teacher had to stress many phrasal verbs are
polysemous; i.e., they have more than one meaning.
go to sleep without difficulty; to fall asleep The teacher had to stress many phrasal verbs are
polysemous; i.e., they have more than one meaning.
Summative Assessment
Objective: The students will be able to figure out the meanings of phrasal verbs in the context of the sentence. Eg.
Objective: The students will be able to figure out the meanings of phrasal verbs in the context of the sentence. Eg.
Phrasal verb: look after
Sentence: My friend has asked me to look after his dog because
Answer: [b] he’s going away for a few days
Sentence: My friend has asked me to look after his dog because
Answer: [b] he’s going away for a few days
Implementation of Summative Assessment [ACTIVATE of ESA]: Written test
Teacher conducts a formal written test,
i.e. a MCQ question paper of 20 questions.
Eg.
1. look after
My friend has asked me to look after his dog because
Teacher conducts a formal written test,
i.e. a MCQ question paper of 20 questions.
Eg.
1. look after
My friend has asked me to look after his dog because
[a] he can’t find it
[b] he’s going away for a few days
[c] his dog can be dangerous
[b] he’s going away for a few days
[c] his dog can be dangerous
2. look at (1)
When you’re doing an exam, you shouldn’t look at
[a] your exam booklet
[b] your teacher
[c] somebody else’s answers
When you’re doing an exam, you shouldn’t look at
[a] your exam booklet
[b] your teacher
[c] somebody else’s answers
3. look at (2)
Now that she’s graduated from secondary school, Nicole is looking at
[a] studying in university
[b] Italian shoes
[c] fashion magazines
Now that she’s graduated from secondary school, Nicole is looking at
[a] studying in university
[b] Italian shoes
[c] fashion magazines
4. look down on
Lady Crawford and her friends are in the habit of looking down on people who are
[a] wealthier than they are
[b] taller than they are
[c] less-educated than they are
Lady Crawford and her friends are in the habit of looking down on people who are
[a] wealthier than they are
[b] taller than they are
[c] less-educated than they are
5. look for
Mustafa is looking for his bother because
[a] his brother is very busy now
[b] his doesn’t want to see him
[c] he needs to talk to him
Mustafa is looking for his bother because
[a] his brother is very busy now
[b] his doesn’t want to see him
[c] he needs to talk to him
Student outcomes & teacher feedback in Summative Assessment
All students scored above 75 percent proving they had achieved competence in using phrasal verbs. Teacher provided more examples wherever the mistakes are made. Teacher discussed with the students on synonyms that can be used to replace the phrasal verbs in each of 20 questions following the summative test.
Record of student outcomes in assessments.
|
Student
|
DIAGNOSTIC
ASSESSMENT Spoken session |
Formative
assessment Activity session |
Summative
assessment Written session |
|
A
|
Did fairly well
|
3 STAR
|
75%
|
|
B
|
Did fairly well
|
4 STAR
|
80%
|
|
C
|
Did fairly well
|
4 STAR
|
80%
|
|
D
|
Did very well
|
5 STAR
|
90%
|
|
E
|
Did very well
|
5 STAR
|
90%
|
Analysis of Evaluation of the assessments
|
Effectiveness
|
strengths
|
Weaknesses
|
|
|
Diagnostic
|
Students were able to pick up the phrasal verbs easily.
|
In the end, students noted phrasal verbs can be easily slotted into regular speech patterns.
|
None
|
|
Formative
|
The small groups, with their discussions were able to identify phrasal verbs and match the meanings & example sentences very well.
|
The small group spoken session sparked imaginations and arguments on phrasal verbs.
|
When the consensus couldn’t be reached within the members of the small groups in matching the cards, the students resorted to the dictionary in search of hints and support, which the teacher hadn’t expected.
|
|
Summative
|
The students doing the written test individually were able to activate the knowledge gained in the Diagnostic & Formative assessments.
|
With the assistance of the example sentences, the students learn the meaning of the phrasal verbs, synonyms on their own.
|
MCQ-The teacher wasn’t able to ascertain wherever the students have made guesses.
|
Possible Improvements
Formative Assessment
The students pointed out “drop off” has the meaning of carrying something or someone up to an elevated location or higher ground
Formative Assessment
The students pointed out “drop off” has the meaning of carrying something or someone up to an elevated location or higher ground
Many phrasal verbs are
polysemous; i.e., they have more than one meaning. As such teacher may explain further on literal & idomatic meanings with a dash of humour making use of cartons such as
follows. The students would definitely realise the existence of literal and idiomatice
meanings in phrasal verbs with carton such as following.
polysemous; i.e., they have more than one meaning. As such teacher may explain further on literal & idomatic meanings with a dash of humour making use of cartons such as
follows. The students would definitely realise the existence of literal and idiomatice
meanings in phrasal verbs with carton such as following.
Many phrasal verbs are polysemous;
i.e., they have more than one meaning
Let’s take a look at the phrasal verb step on. Here it can be seen as having two meanings:
1) Step on – Usually ‘step on it’, is an informal way of telling someone to move quickly or to hurry up.
‘Step on it, taxi driver, or i’m going to be late for my flight!’
‘We’d better step on it, or else we won’t arrive in time.’
2) Step on – Usually ‘step on something’, is used to mean ‘stand on’ or ‘put your foot on top of something’.
Works Cited
Anon., 2013. Phrasal Verbs Quiz: Bring. [Online] Available at: HYPERLINK
“http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Bring/index.htm”
http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Bring/index.htm
[Accessed 17 December 2013].
“http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Bring/index.htm”
http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Bring/index.htm
[Accessed 17 December 2013].
Anon., 2013. PhrasalVerbs Quiz: Look. [Online] Available at: HYPERLINK
“http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Look/index.htm”
http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Look/index.htm
[Accessed 17 December 2013].
“http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Look/index.htm”
http://www.englishclub.com/ref/Phrasal_Verbs/Quizzes/Look/index.htm
[Accessed 17 December 2013].
McCarthy, C., 2008. Phrasal Verb – ‘Drop off’. [Online] Available at: HYPERLINK
“http://www.ecenglish.com/learnenglish/lessons/drop-off” http://www.ecenglish.com/learnenglish/lessons/drop-off
[Accessed 2013].
“http://www.ecenglish.com/learnenglish/lessons/drop-off” http://www.ecenglish.com/learnenglish/lessons/drop-off
[Accessed 2013].
