AE Live 10.6 - Effective Assessment Practices for Synchronous and Asynchronous Learning Online - By
Transcript
00:0-1 | Hello everyone and welcome to the 6th and final session | |
00:03 | in American English live series 10 . We're so excited | |
00:07 | that each of you are here with us today . | |
00:08 | My name is kate and I'll be with you along | |
00:11 | with my colleague behind the scenes Amanda , who will | |
00:13 | be serving as moderator to help answer your questions and | |
00:17 | respond to your comments during today's session . Let's begin | |
00:20 | today with these wonderful comments from participants of the last | |
00:23 | session . So we have l vera in the Philippines | |
00:29 | who said I gained a lot of insight in relation | |
00:32 | to delivering training to my students and trainees . Thank | |
00:35 | you for this opportunity . Thanks for that great comment | |
00:39 | and hawaii to in Egypt says the session was helpful | |
00:42 | and informative . I'm going to use these strategies in | |
00:45 | my online classes . Thanks a lot . Thanks for | |
00:47 | that great comment . And finally Sebastian and Romania says | |
00:52 | I can now better differentiate the level of my students | |
00:55 | and adapt my teaching after watching this webinar , that's | |
00:58 | wonderful to hear . Thanks so much . So we | |
01:01 | love to see our teacher participants actively engaged in professional | |
01:04 | development . Please continue to share your photos , thoughts | |
01:07 | and insights about our webinars by adding them to the | |
01:10 | comments or check box or by emailing them to american | |
01:13 | english webinars At FHI 360.org . We may feature one | |
01:18 | of your comments or photos during our next series , | |
01:21 | which begins May five . So today is our final | |
01:25 | session in American English live teacher development series 10 throughout | |
01:29 | the series , we explored sessions related to the theme | |
01:32 | of making the transition to online or hybrid classrooms . | |
01:36 | We hope you've been able to use the practical ideas | |
01:39 | we share . Have you had a favorite session during | |
01:42 | today's during the series ? Let us know in the | |
01:44 | chat box And here's what to expect today . Each | |
01:48 | session is about 60 minutes long and during this series | |
01:52 | we've been focusing on strategies for online or hybrid teaching | |
01:56 | . The presenter will present the material and I as | |
01:59 | your host , will ask questions and make comments to | |
02:02 | but we really hope to hear from you our audience | |
02:04 | so that we can address your ideas and experiences . | |
02:08 | Please do share your thoughts using the comments feature or | |
02:11 | chat box . Our presenters may suggest options for materials | |
02:16 | or tools . During today's session , we want you | |
02:18 | to know that the US Department of State's Office of | |
02:21 | English language programs does not necessarily promote or recommend these | |
02:25 | resources . So we do hope that you get some | |
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02:33 | to a close in about an hour , you will | |
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03:01 | All right , so american english live teacher Development Series | |
03:05 | 11 begins on May 5th will focus on the themes | |
03:09 | of classroom management for in person online or hybrid courses | |
03:13 | and innovative approaches to teaching grammar . During these six | |
03:17 | webinars for english language , educators around the world , | |
03:21 | Registration is not required . But if you'd like to | |
03:23 | receive series 11 updates and reminders in your email inbox | |
03:28 | , please complete this form shared in the comments or | |
03:31 | chat box . And now for today's session , effective | |
03:36 | assessment practices for synchronous and asynchronous learning in an online | |
03:40 | environment . In this webinar we will review guidelines and | |
03:45 | effective practices for creating online assessments . We'll discuss challenges | |
03:50 | and solutions to adapting existing face to face assessments for | |
03:54 | the online classroom as well as ways to create new | |
03:57 | online assessments will discuss ways to adapt these classroom practices | |
04:02 | for online learning settings and we'll explore useful tools and | |
04:06 | resources to help with the transition from face to face | |
04:09 | to online assessments in order to engage and motivate students | |
04:13 | to learn english . And now we're pleased to introduce | |
04:16 | our presenter Kendra staley . Kendra has 15 years of | |
04:21 | experience teaching development , developing materials and curricula and conducting | |
04:27 | teacher trainings in the english as a second language or | |
04:30 | english as a foreign language field . She currently works | |
04:33 | as a coach in the english speaking nation coaches program | |
04:37 | with american councils in Samarkand Uzbekistan . Previously Kendra taught | |
04:42 | in the US Guatemala china , Indonesia Colombia and turkmenistan | |
04:48 | , she has served as the U . S . | |
04:50 | Department of State English language fellow and specialist Kendra earned | |
04:55 | a master's in T salt from the University of Washington | |
04:58 | Seattle and a bachelor's in english literature from Kansas State | |
05:02 | University for teaching and research interests include teacher training , | |
05:06 | curriculum development , intercultural communications and using social media in | |
05:11 | language acquisition . Welcome Kendra . It's so great to | |
05:14 | have you here with us today . Thank you kate | |
05:19 | for the introduction . Welcome everyone . I am Kendra | |
05:22 | and I'm speaking with you today from the beautiful and | |
05:25 | historic city of Samarkand , Uzbekistan . I'm excited to | |
05:29 | have all of you join me today for this professional | |
05:31 | development workshop about assessment practices for synchronous and asynchronous learning | |
05:36 | and an online environment . Well actually I don't really | |
05:40 | think assessment is particularly exciting topic but it is an | |
05:44 | essential component of teaching . In fact grading is my | |
05:47 | least favorite part of teaching and maybe all of you | |
05:50 | feel the same way that I do . However , | |
05:53 | today I'll hopefully give you some ideas on how to | |
05:56 | assess your students in an online teaching environment because we | |
05:59 | know assessment is important and necessary . So let's look | |
06:04 | over what will cover . Today . First we'll talk | |
06:07 | about our introduction to assessment in the online classroom . | |
06:10 | Then we'll look at guidelines for adapting assessment practices . | |
06:14 | Next practical applications for formative assessment and then practical applications | |
06:19 | for some motive assessment . And finally , we'll summarize | |
06:22 | the important points . All right , so first we'll | |
06:29 | discuss assessment in general and assessment more specifically for the | |
06:33 | online classroom . I'd like to hear from you . | |
06:38 | What is the purpose of assessment ? Yeah . What | |
06:42 | do you think ? Everybody let us know in the | |
06:43 | comments or the chat . Um what is the purpose | |
06:47 | of assessment ? How would you define the purpose of | |
06:51 | assessment ? Great . Let's see you . Chase has | |
07:05 | recognizing the level . That's great helping students to learn | |
07:10 | . Mia says to check the learning effect . That's | |
07:13 | great to see how much learning has occurred . Check | |
07:17 | out students are doing and make necessary adjustments and to | |
07:23 | examine learning and promote learning from si Chen . So | |
07:27 | those are really great responses . Everybody thank you for | |
07:29 | sharing . Yeah , exactly . It's to see what | |
07:32 | our students have learned , right ? What we need | |
07:35 | to continue teaching them or maybe teaching them in a | |
07:38 | different way . Right . Good . I and then | |
07:41 | I have another question for you now who can tell | |
07:44 | us what are the main type types of assessment that | |
07:47 | you've heard of ? How would you , what are | |
07:51 | maybe some categories of assessments or types of assessments that | |
07:54 | you've heard of ? What would you say ? So | |
08:00 | we're seeing lots of other great purposes as well for | |
08:03 | assessment , those are all great . And let's see | |
08:07 | what other what types so good formative and some motive | |
08:11 | as Ron also says formative and some motive . Mia | |
08:15 | says the type is a dictation . Deanna also says | |
08:21 | informative and Summit of hazel says formal and informal . | |
08:26 | Let's see lots of people saying formative and Summit of | |
08:29 | like mason Londres , katarina , katarina says Summit informative | |
08:34 | , annual final . Those are great , awesome . | |
08:38 | Thanks for sharing everyone . Yeah , good . So | |
08:42 | you've touched upon the main categories of assessment that we'll | |
08:45 | talk about today . Um So just to go over | |
08:48 | some definitions of some main types of assessment , we | |
08:51 | have diagnostic and that's to see what our students know | |
08:54 | and don't know . Um a placement test is an | |
08:57 | example , right ? It's often done at the beginning | |
09:00 | of a semester or term or maybe when someone is | |
09:03 | entering institute , our program , another type is formative | |
09:07 | , right ? This is informally done . Um and | |
09:10 | we do it often right as teachers during before after | |
09:14 | lessons to see what students have learned , what we | |
09:16 | need to re teach them and how right how to | |
09:19 | modify . Um We can give them feedback as a | |
09:22 | teacher or their peers or self feedback and some examples | |
09:26 | are homework and class discussions . Some motive is the | |
09:29 | last type that will discuss today . That's usually the | |
09:32 | end of the unit or the term the semester and | |
09:35 | often results in a grade represents what students have learned | |
09:39 | . Some examples are final exam and presentations . Um | |
09:42 | So today we'll focus primarily informative and some of the | |
09:45 | assessment in the online environment and then two formats that | |
09:51 | we'll talk about today are synchronous , which is at | |
09:54 | the same time . Right . And that could be | |
09:56 | students meet at a specific time . Maybe it's every | |
09:59 | day , maybe it's once a week or twice a | |
10:00 | week asynchronous , it's at different times and students complete | |
10:05 | work on their own time or schedule . Oftentimes there's | |
10:09 | deadlines set to ensure that all materials or assessments are | |
10:12 | done by a certain time . Um And oftentimes many | |
10:15 | online learning or assessments combined both of these styles , | |
10:21 | I have some questions for you . What is an | |
10:23 | example of a synchronous assessment that you have used with | |
10:26 | your own students ? Yeah . What do you think | |
10:29 | Everybody ? What's an example of a secret Nous assessment | |
10:33 | that you have done ? Let us know in the | |
10:36 | comments or the chat box . All right , a | |
10:40 | quick quiz . So maybe you have all of your | |
10:42 | students do a quiz from Juhi as Ron uses cahoots | |
10:47 | . Great oral interviews from the white . Wonderful . | |
10:54 | True false questions . Pat also says quizzes Miguel oral | |
11:00 | interview . Janna says feedback to activities like immediate feedback | |
11:08 | um and dictation from Angelina . So those are all | |
11:10 | great examples . Thanks for sharing . Yeah . Excellent | |
11:15 | . And then what is an example of an asynchronous | |
11:17 | type of assessment ? Yeah . What kind of asynchronous | |
11:21 | assessments have you used ? Um So assessments that students | |
11:27 | do not have to be with the students at the | |
11:29 | same time joe . He says an essay . That's | |
11:31 | great . Homework from amazon . You can do a | |
11:36 | google form , that's great . Or a questionnaire from | |
11:40 | MIA So you can have the students do it and | |
11:43 | report back . He chases a report or a project | |
11:46 | . That's a great example . And a project based | |
11:49 | activity from Giselle . Those are all great . Thanks | |
11:53 | for sharing . Yeah . Excellent . I can see | |
11:55 | I have a lot of talented and experienced teachers with | |
11:59 | me here today which is great . I'll give you | |
12:01 | some examples of formative assessments that I like to use | |
12:05 | . Uh huh . And so student observations and we | |
12:09 | do this all the time and in person classes . | |
12:11 | Right face to face classes . Um This is one | |
12:13 | of the things that's a little harder I think to | |
12:15 | adjust to in the online environment face to face . | |
12:18 | We can just look over the classroom or we can | |
12:20 | walk around the classroom and notice how students are doing | |
12:23 | by themselves or appear workgroup work . But we'll talk | |
12:26 | about this a little bit more . How do you | |
12:28 | do that effectively in an online environment reflection journals ? | |
12:32 | This is one of my favorite ways to learn about | |
12:35 | my students , not just the writing abilities but also | |
12:37 | their thoughts and their experiences . Again , that's another | |
12:41 | formative assessment will focus on later today , parent group | |
12:44 | work peer reviews and that's a way for students to | |
12:48 | give each other feedback . Often times it's good to | |
12:51 | have forms for that and then quizzes like many of | |
12:53 | you have mentioned . So I would like to hear | |
12:57 | from you . Are you familiar with these examples of | |
12:59 | formative assessment ? And are there any that you regularly | |
13:02 | use ? Right . Yeah , Kendra shared student observations | |
13:07 | journals , parent group work , peer reviews and quizzes | |
13:10 | as examples of formative assessments ? Are any of those | |
13:13 | ones that you like to use a lot um or | |
13:16 | that you're more familiar with . So let's see . | |
13:18 | Hazel says quizzes . Mia says reflect that she's used | |
13:21 | reflection journals , quiz , repair work . Those were | |
13:28 | great for my ring . Layla says she uses reflection | |
13:35 | donate to says yes ma'am , I am familiar with | |
13:37 | those examples . Um Great . And um Monteiro says | |
13:47 | I'm familiar except for the peer review . So . | |
13:50 | Great . Thanks for sharing . Nice . Great . | |
13:52 | And I see paddling as well , pad light is | |
13:54 | a really fun way to do formative assessment . So | |
13:57 | let's move on to some examples of some motive assessments | |
14:01 | . So for some motive assessment and again , that's | |
14:03 | the sort of big at the end assessment or exam | |
14:07 | . We have standardised exam performances and these are a | |
14:12 | little bit funny , right ? Standardized exams . I | |
14:14 | think lots of people do that with multiple choice to | |
14:16 | false those sorts of questions . And it could be | |
14:19 | like a Tofel test also Eilts , that sort of | |
14:22 | thing . Um performance . This could be anything where | |
14:25 | you can have your students , I've had students perform | |
14:27 | myths , you can have students um perform a play | |
14:30 | . You could have students um do a song , | |
14:32 | right ? Maybe you practiced the song with him presentations | |
14:36 | like what we're doing now , right . That can | |
14:38 | create a power point of crazy , something like that | |
14:41 | . Essays that could be multi draft . I'm always | |
14:43 | a fan of revision . Not necessarily grading the revisions | |
14:47 | . Of course that I think for writing it's important | |
14:49 | to revise right ? We all improve and then final | |
14:52 | projects and again , where you have many steps right | |
14:55 | many formative steps that end with a final project where | |
14:59 | they actually earn the grade . So now I'd like | |
15:01 | to hear from you in your opinion about these two | |
15:04 | types of assessments . Um Specifically how do formative assessments | |
15:09 | influence some motive assessments in your classes ? Yeah . | |
15:13 | Great question . So how do formative assessments influence summit | |
15:17 | of assessments ? That's a really good question . How | |
15:19 | do they connect to each other and maybe um influence | |
15:24 | or inform the type of summit of assessments that you | |
15:26 | give ? What do you think ? Mhm . Great | |
15:34 | Graciela says formative feedback prepares students for the summit of | |
15:37 | assessment . That's great . The formative assessment can even | |
15:41 | be part of the summit of So yeah if you | |
15:43 | want to if you do a portfolio or something like | |
15:45 | that um to demonstrate all the learning that's occurred , | |
15:50 | Rabia says it helps the assessor know the learning achievements | |
15:53 | . That's a great response . Thank you . Let's | |
15:58 | see , want to try to grab one from facebook | |
16:04 | , let's see . It's a follow up for the | |
16:06 | process which is uh in the process of learning . | |
16:08 | So the summit of is sort of a follow up | |
16:10 | to all the processes that you did using formative assessments | |
16:13 | . That's a great response . Thanks everybody . Yeah | |
16:17 | , excellent points . Um and I always feel like | |
16:19 | when I give a sensitive assessment um hopefully I'm not | |
16:23 | surprised by how the students do right because I've done | |
16:25 | so many formative check ins with them throughout the whole | |
16:28 | process . And so most of the formative and a | |
16:31 | sensitive assessment examples that I gave today or that you | |
16:34 | have given can be done synchronously in a synchronously in | |
16:38 | the online classroom depending on your needs or connectivity . | |
16:41 | I know people made comments in the facebook page , | |
16:45 | the announcements talking about how much of a issue connectivity | |
16:48 | could be . So later , I'll give examples of | |
16:51 | some assessments you can do even if you don't have | |
16:54 | great connectivity because I know that's the issue everywhere and | |
16:58 | we'll revisit some of these examples later to discuss about | |
17:02 | ways to adapt them both synchronously in a synchronously for | |
17:05 | online learning . All right , turning to effective assessments | |
17:09 | , another question for everyone . What do you think | |
17:12 | is a more effective assessment , a standardized test or | |
17:16 | a group presentation ? Why ? Yeah , this is | |
17:19 | a really good question and I know a lot of | |
17:21 | teachers think about this type of question on a daily | |
17:24 | basis , especially as a lot of us have standardized | |
17:28 | tests that we have to give in our classrooms . | |
17:31 | So what do you think , what do you think | |
17:32 | is more effective standard standardized test or a group presentation | |
17:36 | project and let us know why hazel great point . | |
17:40 | It depends on your goals . Great . They both | |
17:44 | have different purposes from as Ron , yep , another | |
17:48 | good point and let us know why I'm seeing a | |
17:52 | few people saying group presentation , but let us know | |
17:55 | why you think a group presentation or project might be | |
17:58 | a better form of assessment . Giselle says it depends | |
18:02 | on the purpose and the personality type of the learner | |
18:04 | . Great point . Um a group presentation because it | |
18:10 | assesses skills and knowledge . Great . That was from | |
18:14 | Len Mhm Olga says a group presentation enhances a lot | |
18:19 | of skills . There's less anxiety for a group presentation | |
18:23 | from Astrakhan and both are effective depending on what we | |
18:28 | assess from Cindy . So all wonderful points . Great | |
18:31 | responses . Thanks everyone . Yeah , for sure . | |
18:35 | And it was a bit of a trick question because | |
18:37 | you're right , it depends on the situation , Right | |
18:40 | ? And like everything , there's positives and negatives for | |
18:42 | each type of assessment . Alright , next we'll discuss | |
18:46 | guidelines for adopting assessment practices . So here are some | |
18:51 | important guidelines to remember when creating assessments . They should | |
18:55 | have practicality . So that means are they easy to | |
18:58 | give in to score within a short time ? So | |
19:01 | examples of this would be if a rubric is too | |
19:04 | detailed to complete , if it takes the teacher a | |
19:07 | long time to fill out the rubric or if there's | |
19:10 | many sections of assignment to grade , then it's not | |
19:12 | practical as well . If it takes students a really | |
19:15 | long time to complete the assessment or if they don't | |
19:19 | have enough time , if you're doing it synchronously then | |
19:22 | it's not very practical , validity is another thing to | |
19:26 | consider . And so validity means accurately measuring what has | |
19:30 | been taught and this is really important . Right ? | |
19:33 | An example of that would be if you taught your | |
19:36 | students comparative adjectives like smaller , right ? More intelligent | |
19:40 | . But then on the assessment , you asked them | |
19:42 | to write sentences about superlatives , right , smallest most | |
19:46 | intelligent . Um , it's not very fair . It's | |
19:48 | also not valid , right ? You didn't teach them | |
19:50 | that . So we also , we always have to | |
19:53 | think , am I testing them over what I actually | |
19:55 | taught them in class reliability . This is about consistent | |
20:01 | and dependable . So students should take the same test | |
20:04 | more or less the same . Of course our students | |
20:07 | , we have a range of abilities , a range | |
20:09 | of levels , Right ? But it shouldn't vary like | |
20:13 | widely , um , too widely as well . Different | |
20:16 | teachers should be able to grade the assessment the same | |
20:20 | . An example of that would be multiple choice and | |
20:22 | matching questions are more reliable . Right ? Because there's | |
20:25 | one certain answer . One specific answer . That's correct | |
20:29 | . Things like presentations or essays , they are not | |
20:32 | quite as reliable . They're more subjective , right ? | |
20:35 | And a way to deal with that subjectivity is to | |
20:37 | use clear rubrics so that all teachers are hopefully creating | |
20:41 | the same . Another thing to consider is authenticity . | |
20:45 | And so that means is the task real and applicable | |
20:49 | , connected to authentic language usage . So an example | |
20:52 | of that would be if you gave your students and | |
20:55 | activity where they had to identify the different verb tenses | |
20:58 | in a paragraph , they had to tell you if | |
21:00 | it's simple or past or present or progressive and that | |
21:03 | could be useful right to have them label and identify | |
21:07 | . But is that really authentic ? Right ? We | |
21:09 | no one does that in their day to day life | |
21:12 | . Um , what you could do instead is you | |
21:15 | can ask your students write a sentence about what you | |
21:18 | did last year and then number two , why are | |
21:21 | the sentence about what you will do next year ? | |
21:24 | Number three write , write a sentence about what you | |
21:26 | do every day . And so you're having the students | |
21:29 | practice um those different tenses but you're not asking them | |
21:32 | to label and identify . Um so again , just | |
21:35 | considering the authenticity of a task , then wash back | |
21:38 | . And so this is about influencing our teaching and | |
21:41 | our students learning . So this has some connection of | |
21:45 | similarities to formative assessment , Right ? Um so this | |
21:49 | could be about teaching to the test versus teaching , | |
21:51 | communicative language skills . So an example of this would | |
21:55 | be drilling grammar worksheets most of your class time to | |
22:00 | prepare students for the grammar sections of the test . | |
22:03 | Now , of course we want to prepare students for | |
22:05 | test , right ? But at the same time we | |
22:07 | need to strike a balance between test preparation and authentic | |
22:11 | language usage . It's always useful to review these tips | |
22:16 | regardless of if you're creating online or face to face | |
22:19 | assessments and of course you can't realistically achieve high levels | |
22:23 | of all of these factors for each and every assessment | |
22:26 | that's not possible . It is a balancing act depending | |
22:29 | on your assessment needs and your educational context . So | |
22:32 | similar to some comments that you made already today and | |
22:36 | will return to these guidelines to these concepts throughout the | |
22:39 | practical application sections where we look at examples of a | |
22:43 | formative and summit of assessments , let's go ahead and | |
22:48 | do an example of sort of a practice of that | |
22:50 | right now . So we're going to score these two | |
22:53 | very different types of assessment . We have a standardized | |
22:56 | placement test and then an exit ticket . I want | |
22:59 | us to consider um those guidelines . We just talked | |
23:02 | about the five guidelines . So if we look at | |
23:05 | a standardized test , um that is some motive , | |
23:08 | right ? It's not what you taught them , but | |
23:10 | it's what students have learned before they came to you | |
23:13 | . Right ? Um , it is high stakes , | |
23:16 | right ? Often times it depends on what level or | |
23:18 | grade they'll be in , they might be feeling nervous | |
23:20 | . Someone mentioned that the sort of anxiety test anxiety | |
23:24 | our students feel , um , there's usually standardized grading | |
23:28 | rubric or answer key that teachers will use . Um | |
23:32 | , and think about these different guidelines , Right ? | |
23:35 | So maybe low practicality . It could take a lot | |
23:38 | of time for the students or the teachers could grade | |
23:40 | . So maybe in terms of scoring low versus high | |
23:43 | , it might be a little lower . So low | |
23:45 | validity . Again , um , it can be hard | |
23:48 | to know exactly what they've been taught before they came | |
23:50 | to you , right ? It's a little different than | |
23:53 | when you're already in your class . Right ? But | |
23:56 | high reliability because all the students are taking the same | |
23:59 | test trying to figure out the placement of where they | |
24:01 | should be . Um , low authenticity . Sometimes all | |
24:05 | of these can be debated though . You might have | |
24:07 | a different opinion than me about them of course . | |
24:10 | Um , because oftentimes placement test aren't particularly authentic . | |
24:15 | You might have lots of grammar questions , vocabulary questions | |
24:18 | , that kind of thing . Which is not , | |
24:19 | I'm not what we do in real life when we | |
24:21 | communicate right ? But definitely high wash back because the | |
24:25 | whole point is to play students where they need to | |
24:27 | be and that will inform how we teach them , | |
24:29 | right ? So you can see there there's sort of | |
24:32 | a mixed , low and high , let's go ahead | |
24:34 | and look at the exit tickets and what that is | |
24:37 | is a formative assessments . You might do these . | |
24:40 | You give them at the end of the class period | |
24:42 | to check student comprehension of what they learned at that | |
24:44 | day . It's useful for students to do self reflection | |
24:48 | and also for the teacher right to see , Okay | |
24:50 | . Did they learn what I hope they did or | |
24:52 | do I need to re teach them or can we | |
24:55 | move on the next period ? And it has high | |
24:57 | practicality . Usually exit tickets don't take long . Right | |
25:01 | , a few minutes to do . It has high | |
25:04 | validity , hopefully right accurately measures what the students have | |
25:08 | been taught that day could be low reliability and that | |
25:13 | could be maybe students are feeling tired . Maybe a | |
25:16 | student understood something different than a different student . So | |
25:19 | there is some objectivity there with exit tickets that you | |
25:22 | don't have with a standardized test . Hi authenticity . | |
25:26 | Because we often ask for feedback in real life , | |
25:29 | right ? We asked people , what did you think | |
25:31 | about that or what about this ? What about this | |
25:34 | food or that movie ? That's an authentic task to | |
25:36 | ask people's opinion and feedback and high wash back . | |
25:40 | Of course just like the test . Right ? Because | |
25:42 | then we know what to do in the future with | |
25:44 | our students and so we can see here right while | |
25:47 | each assessment format alliance with the assessment practice guidelines differently | |
25:50 | . Right ? Somewhere a little lower . Somewhere higher | |
25:53 | . They both serve a clear need . So I | |
25:55 | don't want you to feel like oh I have to | |
25:56 | do all five of these perfectly every time it's not | |
25:59 | possible . Right ? We do we do what we | |
26:01 | can depending on the context . All right . So | |
26:04 | um let's look at differences in assessments between face to | |
26:08 | face and online learning . So we've looked at differences | |
26:12 | between formative and summited assessments and along with examples of | |
26:17 | both . So now let's consider face to face versus | |
26:20 | online learning . And I have a question for you | |
26:23 | , what are some of the differences between face to | |
26:25 | face and online assessments ? Yeah . What do you | |
26:29 | think ? Everybody , I saw a lot of comments | |
26:31 | about how people love using exit tickets . So that's | |
26:33 | great . Um And then what do you think ? | |
26:36 | What are the differences between face to face and online | |
26:39 | assessment ? What have you noticed um in your teaching | |
26:44 | , the students reaction to it from Nandhini in face | |
26:50 | to face , you can give direct feedback . What | |
27:02 | else do you think online assessments are more difficult to | |
27:05 | check from aura ? I think that's very true . | |
27:07 | A lot of people feel that way . Great point | |
27:10 | . Mhm . In face to face there is more | |
27:13 | interaction from daisy . Online assessments are flexible from lots | |
27:20 | of comments coming into its heart . Leila . Great | |
27:23 | Online is more formal from Angelina and you use different | |
27:27 | strategies for these different assessments from Jose luis . So | |
27:31 | those are great responses . Thanks so much . Yes | |
27:34 | . And I wanna says some students might cheat . | |
27:35 | I think she probably is referring to the online environment | |
27:38 | . I know a lot of teachers . We'll have | |
27:40 | that fear . So definitely . Thanks for sharing everyone | |
27:44 | . Yeah . Thank you . And I'll give you | |
27:45 | some tips about how to um avoid um or help | |
27:50 | your students encourage your students to avoid cheating in the | |
27:53 | online assessment environment . All right , let's go ahead | |
27:57 | and look at another question . Some other information I | |
28:00 | would like to hear about from your own experience , | |
28:02 | what our in person classroom assessment practices . Yeah . | |
28:07 | So when you're able to be in person with your | |
28:09 | students , what are some classroom assessment practices that you're | |
28:13 | able to incorporate into your teaching and assessing do you | |
28:20 | think everybody in classroom in person classroom assessment practices ? | |
28:27 | Let's see , face to face allows the teacher to | |
28:29 | observe some behavior . So you can do lots of | |
28:32 | observations . That's great . You can do role play | |
28:36 | from you chain and face to face . You are | |
28:42 | sure that it is the students work and not being | |
28:45 | helped by another student . So you can check that | |
28:47 | and observe . You can use review sheets or checklists | |
28:51 | from june lee . You can do oral presentations , | |
29:00 | you can give direct feedback , you can read the | |
29:05 | text out loud for the students . That's a great | |
29:07 | practice . And you can do cooperative learning groups from | |
29:13 | gina . So those are great . Thanks for sharing | |
29:15 | everybody . Yeah , Thank you . Another question I | |
29:20 | have for you are about the benefits of transitioning assessments | |
29:25 | to the online environment . There are some positive things | |
29:28 | . Right , What are the benefits ? Yeah . | |
29:31 | So we talked about our in person practices , but | |
29:33 | what are some benefits of the online um of assessing | |
29:37 | in the online classroom ? What do you think or | |
29:41 | maybe what has um , when you have done , | |
29:44 | hazel says you can do some dynamic activities . That's | |
29:47 | great . So things that students really enjoy , a | |
29:50 | lot of our students really like to use apps , | |
29:53 | use their phones , use there tablets or computers . | |
29:58 | They can record their voice great from Hugh young eco | |
30:03 | friendly . That's a great point . Yeah , we | |
30:05 | need to go anywhere . We don't have to use | |
30:07 | paper . All the results can be recorded in a | |
30:13 | google sheet or another type of online form . Less | |
30:18 | stress for some students . Yeah , I think that's | |
30:21 | true from Gil and students get used to different ways | |
30:26 | of assessing which is great from robert and were able | |
30:29 | to make our students more independent . That is from | |
30:31 | jennifer Great . And you don't have to bring tons | |
30:35 | of paper home . That's from Lynn . Good point | |
30:39 | . Alright . Thanks for hearing everyone . Yeah , | |
30:42 | I love the ecofriendly one . That is something that | |
30:44 | we might not think about , right is saving paper | |
30:47 | , right ? Or the gas for transportation and all | |
30:49 | of that . Nice . All right . Now , | |
30:52 | let's , let's focus on the challenges . So what | |
30:54 | are the challenges of transition assessments to the online classroom | |
30:58 | ? What have you found for yourself for your students | |
31:02 | ? Yeah . So we talked about some benefits . | |
31:04 | But what are some challenges of transitioning assessments to the | |
31:08 | online classroom ? Again , cheating problems . See lack | |
31:20 | of media literacy from students . That's a great point | |
31:23 | . Eyestrain , yep . Internet issues , definitely some | |
31:29 | students are not too tech savvy the point , lack | |
31:36 | of availability of resources from Priyanka . It sometimes might | |
31:43 | take a little bit longer to set up or to | |
31:46 | assess and maybe lack of interaction , especially if students | |
31:51 | don't have their cameras on Good point . Alright , | |
31:53 | thanks everybody . Mm Nice . And I see screen | |
31:57 | fatigue . That's also really um that's a very valid | |
32:00 | point . For sure . Um Okay . So I | |
32:02 | would like to summarize some of my own ideas about | |
32:05 | these questions that I just asked you . I got | |
32:07 | some really great responses from everyone . Um So first | |
32:10 | I would like to just review with EU assessments and | |
32:13 | face to face learning . So here's some characteristics . | |
32:16 | We oftentimes have individual um classroom based . Maybe you | |
32:21 | recognize this photo on the scene this environment here . | |
32:24 | It's in a classroom , person by person . Paper | |
32:26 | based . Strike that feeling of answers on a sheet | |
32:29 | of paper . Synchronous , right ? It's all together | |
32:31 | and it's controlled by the teacher , by the school | |
32:34 | or the institute . And then looking at some differences | |
32:38 | with online assessment . Some of those characteristics um are | |
32:45 | unlimited access to information at any time . And some | |
32:48 | of these you might think they're positive or negative depending | |
32:52 | on your experience on on the situation , possibly even | |
32:55 | the day . Maybe it's good to have a lot | |
32:58 | of access to information . Maybe it's overwhelming , Right | |
33:02 | ? Um there's an easy and instant connection to peers | |
33:04 | and information and teachers . Again , it's great because | |
33:07 | your students can work together and they can contact you | |
33:10 | whenever , but maybe sometimes you would like to have | |
33:13 | some privacy or to be left alone , right ? | |
33:15 | That can be overwhelming . Um There is an increased | |
33:18 | likelihood of plagiarism . People have talked about that already | |
33:21 | increased chance of cheating , um , and there's really | |
33:25 | a need for clear instructions and guidelines um , on | |
33:28 | the teacher's part , right ? Because we don't have | |
33:30 | that face to face where you can tell looking at | |
33:33 | your students , write their faces , are they confused | |
33:36 | or do they understand ? Um and maybe the internet | |
33:40 | connection , and it's good enough that you can see | |
33:42 | their faces but sometimes they can't use the video or | |
33:44 | maybe you're using an app to deliver the class right | |
33:48 | ? WhatsApp or telegram whatever it is . Um So | |
33:51 | instructions really have to be more clear than they do | |
33:54 | and face to face classes . Um And then some | |
33:58 | online test security tips that I have for you again | |
34:01 | because treating and plagiarizing is a larger possibility with online | |
34:06 | learning or online assessment . So there's some specific ideas | |
34:09 | only have the assessment available for a designated or limited | |
34:14 | time . Now if you're using a platform like google | |
34:17 | classroom um model something like that , you can have | |
34:20 | the time frame set canvas right where you can only | |
34:24 | have a quiz er assessment for a particular time and | |
34:26 | that's helpful . Um You can do parallel forms with | |
34:29 | randomized items . So what that means is you have | |
34:32 | the same quiz but you've got quiz A . And | |
34:35 | quiz bee . And on quiz A . Maybe question | |
34:38 | one is questioned three on form B . Or maybe | |
34:41 | the options A . B . C . And D | |
34:43 | . Are moved around . So option A . On | |
34:46 | the first form is option D . On the second | |
34:48 | form , so just rotating the information so it's not | |
34:51 | quite as easy um for students to cheat having higher | |
34:56 | order thinking questions to reduce plagiarism . And this is | |
34:59 | really one thing that I think is the most important | |
35:03 | for online learning is try to move away from just | |
35:06 | A . B . C . D . Right or | |
35:08 | true false ? Have students have to produce information , | |
35:11 | share their opinion , Synthesize , take information ideas from | |
35:15 | different sources of video or reading and then tell you | |
35:19 | um what they think have them compare and contrast and | |
35:22 | it's much harder to plagiarize that way and it's much | |
35:25 | more authentic . Right ? Um than just sort of | |
35:28 | repeating information that they've read or that they've heard . | |
35:31 | Um So that's one of my biggest tips for you | |
35:33 | in terms of avoiding plagiarism also have a low percentage | |
35:37 | of course graded quizzes . So if you make quizzes | |
35:40 | um only a few points , students won't be as | |
35:43 | likely to want to cheat , right ? That reduces | |
35:46 | the motivation , allow students to do multiple quiz retakes | |
35:50 | . And again , that motivates them to try to | |
35:52 | keep learning the information and then use time test using | |
35:56 | the course management system . And here's some more tips | |
36:01 | for use and best practices for online assessments . Make | |
36:05 | sure that the exams are relevant and appropriate for the | |
36:08 | objectives . So again , like we talked about before | |
36:10 | , the guidelines , what are you trying to teach | |
36:13 | your students ? Are you testing them and them that | |
36:16 | in a relevant way ? And some people mention this | |
36:19 | before . If your students face technical difficulties , make | |
36:23 | sure that they have instructions on what to do . | |
36:26 | Okay . What do you do if you were doing | |
36:27 | an assessment and you lose connectivity ? Okay . And | |
36:31 | it could be right if they're writing something by hand | |
36:34 | , take a photo and send it to you if | |
36:36 | they can't fill out the google form . Right ? | |
36:38 | So make sure that you have um a backup . | |
36:42 | Um and that will help reduce their anxiety . Right | |
36:44 | ? And also your frustration as a teacher . If | |
36:47 | your students disappeared in an assessment , make sure to | |
36:51 | give them frequent feedback to maintain student motivation because we | |
36:55 | don't have that face to face um in person interaction | |
36:58 | with our students where we can really give them a | |
37:00 | lot of feedback , even a smile , right . | |
37:03 | Things like that . It's important to do frequent feedback | |
37:06 | in other ways . That could be a text message | |
37:09 | . Um something like that . Make sure to give | |
37:12 | individualized feedback . So instead of just good job right | |
37:16 | on an assignment or an activity , say you did | |
37:19 | a really good job with this or I like how | |
37:21 | you said that or you phrase this in a really | |
37:24 | good way . So something very specific and again that | |
37:27 | will help with their motivation . Make sure students have | |
37:30 | chances for self testing . That's really important and they | |
37:34 | can do that of course with practice quizzes , activities | |
37:36 | on quiz . Let kohut as many of you have | |
37:38 | mentioned and of course always make sure you have variety | |
37:41 | of question types if you do do um that sort | |
37:45 | of exams , right ? Multiple choice fill in the | |
37:47 | blank and short answer . So I would like to | |
37:51 | hear from you before I share some of my ideas | |
37:55 | like to hear from you first . What apps , | |
37:57 | tools and websites have you used for online assessments ? | |
38:02 | Yeah , Great question . I know . We've all | |
38:04 | had a lot more experience with different apps or tools | |
38:07 | . Um , Miguel says , um , what I | |
38:09 | like about model is that you can randomize your questions | |
38:12 | and answers . That's great . It's a great tip | |
38:14 | . So model sounds good . Secretive is something Nala | |
38:18 | uses near pod from amazon had lit google classroom and | |
38:23 | google forms . Sonja says , google forms . See | |
38:29 | a teacher made app , wow , Melody sounds good | |
38:33 | . Let us know your about that . That sounds | |
38:36 | awesome . You can use mental meter from hazel . | |
38:40 | Yeah . Jam board pilot , google classroom and school | |
38:43 | ology from LeN and it depends on the availability of | |
38:48 | the app for learners . Great point from santiago and | |
38:53 | with grid Microsoft teen zoom cahoots awesome . Thanks everybody | |
39:00 | . Great . And a few that I've never heard | |
39:03 | of like with Wiser me . That sounds cool . | |
39:06 | And also what's up ? Great . That's a very | |
39:08 | popular one , awesome guys . Yeah , Nice . | |
39:11 | I'm a big fan of um Oh no , I'm | |
39:15 | forgetting right now I'm flip grid and then jam board | |
39:17 | . The jambo was really fun . I like the | |
39:19 | little kind of sticky note kind of color thing for | |
39:22 | brainstorming , writing group work . These are great . | |
39:25 | All right , everybody . So next we're going to | |
39:26 | examine to practical applications for formative assessments . Um and | |
39:33 | you all have given me really great ideas of different | |
39:35 | websites and apps and I don't think that there is | |
39:38 | a perfect app right ? Or perfect website that's going | |
39:41 | to make assessment um easy for you and your students | |
39:43 | and everything is going to be wonderful and fine . | |
39:45 | Right ? Just like there's not the perfect textbook , | |
39:47 | right ? We know that is as teachers , we | |
39:49 | have to adapt . We have to decide what's best | |
39:51 | for students or context . So I'm going to give | |
39:54 | you some assignments . Um , our assessments that you | |
39:57 | could do with your students and talk about different ways | |
40:00 | that you could do that with them depending on the | |
40:03 | age of your students , depending on the connectivity that | |
40:06 | you and your students have because people , you already | |
40:09 | know a lot about these different apps , right ? | |
40:11 | You know about them . So I'm not going to | |
40:13 | focus on a lot of different apps , but more | |
40:14 | the sort of activities that you could do for assessments | |
40:18 | I used to , the first one I'm going to | |
40:19 | talk about is reflection , journals , benefits . We | |
40:23 | can grass students understanding of textual or audio input . | |
40:28 | We can encourage critical thinking . Again , that's really | |
40:30 | important . And it's a real life skill , right | |
40:33 | ? It's the 21st century skill , um , can | |
40:35 | connect material to students lives . We know how important | |
40:38 | that is as teachers . Um if students um don't | |
40:42 | care about the material , then they don't want to | |
40:43 | focus on it , they don't want to learn . | |
40:45 | And we're like that as well , right ? Everyone's | |
40:47 | like that . Um , and then to learn about | |
40:49 | our students as people . And again , this is | |
40:51 | one of my favorite ways to really learn about my | |
40:53 | students is as through reflection journals . And so some | |
40:57 | different ways that you can do that . I'll list | |
41:00 | some steps for you . So the first step , | |
41:05 | you want to provide visual auditory are written input . | |
41:08 | And again , this is up to you as the | |
41:10 | teacher . Um , it depends on what you're covering | |
41:12 | with your students . A theme or the topic . | |
41:15 | Visual could be a photo , right ? Have a | |
41:18 | bird and animal . If you're working with Children , | |
41:20 | right ? It could be a landscape , maybe the | |
41:22 | mountains , it could be auditory . So maybe there's | |
41:25 | a link to a radio station or there's a podcast | |
41:29 | that you want them to listen to . Or it | |
41:31 | could be a Youtube or ted talks , right ? | |
41:34 | Or maybe written input , Maybe an article , um | |
41:38 | a blog , something like that . So you provide | |
41:40 | the input and then the second step you want to | |
41:42 | give them a prompt or the question right to reflect | |
41:45 | on . And there's different ways that they can submit | |
41:48 | the reflections so they can take a photo of a | |
41:51 | handwritten response , right ? Maybe you have students that | |
41:53 | don't have great internet connectivity most of the time . | |
41:56 | Um and so even trying to use a google doc | |
41:59 | wouldn't work for them , but they have paper and | |
42:01 | pencil . Right ? Let them write it out and | |
42:03 | take a photo and send it to you . That | |
42:05 | doesn't take nearly as much data . Right ? Um | |
42:08 | or for someone who is not very good with technology | |
42:11 | , right . Maybe they're scared to use technology or | |
42:14 | takes them a really long time to use technology . | |
42:17 | You can do a visual or audio recording . I've | |
42:20 | spoken response . So people have mentioned some different audio | |
42:24 | recordings that you can do flip grid , right ? | |
42:26 | You can do zoom . There's many different apps you | |
42:28 | can use and this is really nice for students who | |
42:31 | feel more comfortable speaking . Um , and if you | |
42:34 | have students with special needs , right ? And they're | |
42:35 | not very good at writing , they might prefer to | |
42:37 | speak or vice versa . You can do text message | |
42:41 | may be the only way you're able to work with | |
42:44 | your students is through text message . That's also a | |
42:46 | possibility a typed response , right ? Maybe they can | |
42:49 | do google docs and submit it to you with a | |
42:52 | link that way . And then you can give them | |
42:54 | pierre a teacher feedback . Again , if you are | |
42:57 | having your students to work with peers , you want | |
43:00 | to give them instructions , Right . Focus on the | |
43:02 | content . Or did they use articles or what was | |
43:06 | the verb tense again ? Help them focus on the | |
43:09 | kind of questions and the kind of feedback to give | |
43:13 | them . All right . Let's go back to those | |
43:15 | guidelines that we talked about earlier . Right . We | |
43:17 | had our five things that we were thinking about . | |
43:20 | So how do reflects journals ? Meet the guidelines shared | |
43:24 | earlier ? Just to remind you of those guidelines , | |
43:27 | we were talking about , let's see if people can | |
43:30 | get to it faster than me and the chat box | |
43:32 | . We've got practicality , validity , reliability , authenticity | |
43:36 | and wash back . So how do you reflection journals | |
43:39 | ? Meet those guidelines ? Right . Yeah . What | |
43:43 | do you think about the guidelines that we reviewed for | |
43:46 | assessments earlier ? How to reflective journals ? Um , | |
43:50 | meet those guidelines . So aura says they're authentic . | |
43:53 | Great . Because you're asking students to share their ideas | |
43:57 | and thoughts . Um , They help with higher murder | |
44:02 | thinking skills . Great , Joey says they have to | |
44:06 | reflect and see what went well and what went wrong | |
44:09 | for them when they're during their learning . Let's see | |
44:17 | they're very valid and promote higher order thinking skills . | |
44:20 | Great . They include all of them for some folks | |
44:24 | . Um maybe the practicality is a little bit harder | |
44:27 | . If you have a lot of students , it | |
44:29 | might be hard to assess all of their um , | |
44:32 | reflective journals if there are lots of classroom , the | |
44:38 | influence on your teaching . So wash back . That's | |
44:41 | great . Yeah , it can be time consuming . | |
44:48 | See all of them except maybe validity , says J | |
44:53 | . Ron , but maybe it might be a valid | |
44:56 | way of seeing where they're at in terms of their | |
44:58 | grammar , their vocabulary , writing style and Catherine says | |
45:03 | reflection journals are real or authentic . So . Great | |
45:06 | point . All right , thank you , cheering definitely | |
45:10 | the wash back , right . It's really important for | |
45:12 | wash back , but I would agree about practicality anytime | |
45:15 | we have to give feedback on writing that's very time | |
45:18 | consuming for the teacher . Right ? All right , | |
45:21 | let's go ahead . I want to share with you | |
45:23 | another formative assessment . That would be student observations . | |
45:27 | Again , we do this all the time in the | |
45:28 | face to face classroom . So how do we adapt | |
45:31 | that to the online learning environment first , let's look | |
45:35 | at some benefits . We can check student comprehension of | |
45:38 | the material and the skill . We can notice student | |
45:41 | to student dynamics . That's important in terms of future | |
45:45 | pairings or group work , right ? We know as | |
45:47 | teachers that were not just teaching a language right ? | |
45:50 | Particularly with younger learners were teaching social skills , right | |
45:54 | ? How to interact with other people . And that's | |
45:57 | also really important . Um observe student to student production | |
46:01 | of the language . Again , it shouldn't just be | |
46:03 | us talking all the time or us writing right , | |
46:06 | it should be students interacting to produce the language and | |
46:09 | then having students practice practice different roles within a group | |
46:13 | . I think this is really important when I do | |
46:15 | different activities , all assigned roles . So maybe someone | |
46:18 | will be the note taker , someone will be the | |
46:20 | researcher , someone will write vocabulary , new vocabulary and | |
46:24 | definitions . Someone will present the ideas and that it | |
46:28 | sounds responsibility and make sure that students are sharing the | |
46:31 | workload and they're practicing different skills at the same time | |
46:35 | . So there are some benefits to student observations . | |
46:38 | Now , how do we do that ? So the | |
46:40 | first step , what we want to do is to | |
46:43 | groups students according to the purpose . And so again | |
46:47 | , what do you want students to do ? What | |
46:48 | is the task ? And also think about the group | |
46:51 | dynamics ? Right . So do you want to have | |
46:53 | um a genius grouping ? So do you want to | |
46:55 | have all of the stronger students together ? Do you | |
46:58 | want to have , you know , the lower level | |
47:00 | students together ? Or do you want to do heterogeneous | |
47:03 | grouping ? So you might know , okay , these | |
47:05 | students are stronger , I'm going to pair them or | |
47:08 | put them into a group with these students who I | |
47:10 | know need a little extra support . Give them a | |
47:13 | task to complete . Again , it's tough to use | |
47:15 | the teacher whatever task you want them to do ? | |
47:18 | Writing , listening , speaking , grammar , vocab , | |
47:20 | whatever it is and insight really observe the students interacting | |
47:24 | with the task . Um Right . Are they actually | |
47:26 | doing it ? It could mean that they don't understand | |
47:28 | your instructions . Right . The material is a material | |
47:31 | at their level , Is it too easy ? Is | |
47:33 | it too hard ? And then each other again ? | |
47:35 | So just known to seeing those social skills , the | |
47:37 | social interactions , And then you can offer you can | |
47:41 | clarify questions when that's needed . All right . So | |
47:43 | , we know the benefits . We know the steps | |
47:45 | . So how can you do that in the online | |
47:46 | environment ? You can put students into breakout rooms in | |
47:50 | zoom Again , it takes a little bit longer to | |
47:52 | sort of organize those and then you have to jump | |
47:54 | around to the different rooms . But you can still | |
47:56 | get um the same observation , same student observation . | |
48:00 | If you're not able to do video , right ? | |
48:03 | You can still do messaging groups , you can do | |
48:05 | WhatsApp here in Uzbekistan telegram is really popular . You | |
48:09 | can do line , I've used that before , um | |
48:11 | and you can put students into groups . Again , | |
48:14 | some of that you would have to do in advance | |
48:15 | as the teacher , or it could be for longer | |
48:17 | term projects right where they're working together um and you | |
48:20 | wouldn't participate necessarily , but you can just see how | |
48:23 | they're interacting and again clarify if that's needed . Right | |
48:28 | ? And also a group text messages . Right . | |
48:32 | All right . So let's go ahead and um analyze | |
48:35 | this activity . The student observation as a formative assessment | |
48:39 | . How do student observations meet the guidelines that we | |
48:42 | talked about earlier ? So again , we've got authenticity | |
48:46 | , reliability , validity wash back practicality . Great , | |
48:52 | yeah . How do student observations meet those guidelines ? | |
48:55 | Everybody , we have some nice comments from participants , | |
48:59 | Esma agrees with you in terms of um the online | |
49:04 | format of student observations and says using the chat box | |
49:07 | , you can clarify questions . So that's a great | |
49:09 | point . Let's see as Ron says , it's very | |
49:15 | practical because you can look at all of the students | |
49:18 | , it's authentic from hazel practical and authentic . A | |
49:26 | lot of people are saying like to we um , | |
49:30 | who else you're ? Carlos says it's very practical . | |
49:38 | It has great wash back and practicality from Pat and | |
49:45 | daisy says it's very authentic . So those are great | |
49:47 | responses . Thanks for sharing . Yeah . Good . | |
49:51 | All right . So we've talked about two um formative | |
49:54 | assessments . Now let's go ahead and look at two | |
49:57 | practical applications for some motive assessments . So the first | |
50:03 | one that I'll talk about is performances . Again , | |
50:06 | this can be done as an individual or could be | |
50:08 | done as groups would showcase what they've learned throughout your | |
50:12 | course or throughout the week or the unit . Um | |
50:15 | , and it's collaboratively right . They would create a | |
50:17 | spoken project product here and so looking at the steps | |
50:23 | again , what you would do first I send students | |
50:26 | a task and again , this is up to you | |
50:28 | as the teacher and for your students , what that | |
50:30 | task would be , it could be a play , | |
50:32 | it could be a role play , a dialogue , | |
50:34 | maybe a prequel . Right , So that's something that | |
50:37 | comes before um or a sequel . Something that comes | |
50:41 | after . That could be a movie or a book | |
50:44 | that you've rather discussed . And so the students have | |
50:46 | to create , what do they think happened before that | |
50:49 | book or that movie or what will happen afterwards ? | |
50:53 | Um Then students would choose their roles and responsibilities again | |
50:57 | as the teacher , you are sort of observing um | |
51:00 | to make sure that the social interactions are going well | |
51:03 | , everyone has the role and the responsibility . They | |
51:06 | could perform the synchronously right . They could you zoom | |
51:09 | , they could use Skype , they could use Messenger | |
51:12 | , right ? Any sort of whatever app is , | |
51:14 | what is most useful in your context . They could | |
51:17 | do it a synchronously right ? They could video it | |
51:20 | and then they could share it , right ? A | |
51:22 | link um where they could post it like on google | |
51:24 | classroom , um whatever format it is that you're using | |
51:28 | with your students . And again , you can do | |
51:31 | clear and teach your feedback um where students give each | |
51:34 | other advice about what was the strength or how they | |
51:37 | could improve it . And then students could revise what | |
51:40 | they did and the same as the teacher . Right | |
51:42 | ? And again , rubrics are always great . So | |
51:45 | students know what , what they should be doing . | |
51:47 | And the nice thing about performances is it's collaborative and | |
51:51 | it's creative and this is a really a chance to | |
51:53 | let let your students shine and we're going to see | |
51:55 | who they are as people . Right ? Alright . | |
51:58 | To begin , let's go ahead and look at those | |
51:59 | guidelines that we talked about earlier . How do performances | |
52:03 | meet the guidelines that were shared earlier ? What do | |
52:08 | you think ? How do performances meet the guidelines ? | |
52:11 | And maybe you can share Also in your comments , | |
52:14 | you can let us know why you think um something | |
52:17 | is authentic or practical or reliable or whatever you like | |
52:21 | . We'd love to see those responses hazel . Yeah | |
52:25 | , loves to doing the prequel during the face to | |
52:28 | face , but she hasn't done it in online . | |
52:29 | Yeah , maybe try giving it a , giving it | |
52:32 | a try . Yeah , I think you brought up | |
52:35 | a great point Kendra about the seeing our students as | |
52:39 | people and a lot of people are saying authentic . | |
52:41 | I think that's a really good point . You see | |
52:43 | um your students , true personalities come out which is | |
52:46 | kind of read um maybe reliability would be a lower | |
52:53 | one and depending on students moods or that type of | |
52:57 | thing , they might be anxious or they might have | |
52:59 | a good day or a bad day , that might | |
53:01 | be that contribute to their performance . Um reliable and | |
53:08 | authentic from grace . Good wash back from Leila authentic | |
53:13 | . Lots of people saying authentic , So great . | |
53:15 | Thanks everybody . Yeah . Nice . And I like | |
53:18 | how someone talked about performances , make students enjoy and | |
53:21 | learn through doing right when they they sort of forget | |
53:24 | that there are many english class . So they forget | |
53:27 | that they're doing an assessment because they're having fun . | |
53:30 | Then uh , that's a win for everybody . Right | |
53:32 | ? Then we've we've done a great job as teachers | |
53:35 | . Right ? All right , let's go ahead . | |
53:36 | We've got one more someone to assessment that I would | |
53:39 | like to share with you . Um again , I'm | |
53:41 | sure you know about this , right ? So looking | |
53:43 | at paragraphs and essays and the nice thing about this | |
53:46 | is that demonstrates their abilities to write , think critically | |
53:49 | , analyze and evaluate . Um , students can highlight | |
53:53 | the comprehension of paragraph in essay writing organization and correct | |
53:57 | grammatical structures . Again , this all depends on what | |
54:00 | it is that you're teaching them and their level , | |
54:02 | they're beginners , intermediates , more advanced students . So | |
54:06 | again , let's review the steps that you would give | |
54:08 | your students . So first you would assign a writing | |
54:11 | topic and again , that depends on what it is | |
54:13 | that you're studying with your students could be any topic | |
54:17 | and then the purpose is an informative is that persuasive | |
54:21 | compare and contrast cause and effect . Um and then | |
54:24 | assign the writing length . And again , this could | |
54:26 | depend on the level of your students , but you | |
54:28 | can also differentiate here . So if you have a | |
54:31 | lower level student , maybe you just have them write | |
54:33 | a paragraph and that is sufficient enough for them to | |
54:36 | demonstrate what they can do if you have a more | |
54:39 | advanced student , even within the same level . Right | |
54:41 | ? We always have multi level classrooms . There are | |
54:44 | classes . We all know that maybe you challenge a | |
54:46 | student to write an essay instead of a paragraph . | |
54:49 | And again , like the journals , right ? The | |
54:51 | students can write by hand and then take a photo | |
54:54 | . They can do it on their computer using google | |
54:56 | docs , They can use their phones , they can | |
54:57 | do text message or messaging apps and then they submit | |
55:01 | their writing um for evaluation and feedback to you . | |
55:04 | Um The teacher and the journalists can be sort of | |
55:07 | a formative um sort of preparation right to get your | |
55:11 | students ready for the essay . Um Or you could | |
55:14 | have them write an email , right ? Is the | |
55:16 | final um writing task ? So again there's a lot | |
55:19 | of flexibility there . Uh So again , returning to | |
55:23 | our guidelines . So how do paragraphs and essays meet | |
55:26 | the guidelines that we shared earlier ? Yeah . For | |
55:31 | this assessment , how do these two paragraphs and essays | |
55:34 | meet those guidelines , practicality , reliability , validity , | |
55:40 | authenticity . And wash back , what do you think | |
55:48 | authenticity ? And wash back from shining Roger has a | |
55:53 | question . Do you usually use checklists for these two | |
55:58 | types of assessments ? The observations and the essays ? | |
56:02 | Um observations ? Not so much because I feel like | |
56:05 | that's pretty informal , you know ? Um But definitely | |
56:08 | for the essays I um I like to show my | |
56:10 | students the rubric that I will use to grade them | |
56:12 | on and then we'll go over the rubric so they | |
56:15 | know exactly what I'm trying to focus on . Um | |
56:18 | I like to do a lot of air correction with | |
56:19 | them as well and then have them sort of keep | |
56:21 | track of their common errors and their strengths and weaknesses | |
56:25 | . And we revisit that after every assignment and I'm | |
56:28 | just having them point out , I'm doing some self | |
56:31 | reflection I've seen makes a huge difference . And students | |
56:34 | being able to improve their writing , you can do | |
56:36 | that with speaking of speaking task as well . Of | |
56:38 | course . Yeah . Great . Um , yeah , | |
56:43 | it's a valid way of um correcting their grammar forms | |
56:47 | from free dot Hidden . It's authentic and reliable from | |
56:50 | Montero and a lot of people saying authenticity . So | |
56:56 | great . Thanks to everybody for those responses . Yeah | |
56:59 | . Again , all right , moving on . So | |
57:03 | the last thing that we'll do together today is to | |
57:05 | summarize the main points from the webinar . Alright , | |
57:10 | so again , refer to those guidelines , right ? | |
57:12 | As we've seen some assessments are meet them better or | |
57:16 | in better ways than others and you don't have to | |
57:18 | do all five really high every single time . Right | |
57:22 | ? So be kind to yourself , right . Be | |
57:23 | kind to your students as well . Um and then | |
57:26 | test receptive skills . Again , this is one of | |
57:29 | the bigger biggest things I think . Um , that's | |
57:31 | helpful is to think about authentic language use . And | |
57:35 | so have students , um , you know , if | |
57:37 | they're doing listening , have them speak about it , | |
57:40 | if they're doing read and have them write about it | |
57:42 | , um , and mix them up . Right ? | |
57:43 | And so that they're using all skills . It's um | |
57:46 | , it's authentic like we've been talking about , um | |
57:49 | , and then use higher order thinking skills . Um | |
57:52 | , and the different assessments that I've showed you the | |
57:55 | formative and some motive assessments . None of those are | |
57:57 | like how to do an online multiple choice exam , | |
58:00 | right ? You can find lots of absent websites and | |
58:03 | I think they're fine . They're great . Um , | |
58:05 | but what is more important ? And if we want | |
58:07 | to help our students not fall into the trap of | |
58:10 | plagiarism were copying , right ? It's really have them | |
58:12 | produce language for a spoken language , try to be | |
58:15 | creative , you know , the different presentations , the | |
58:18 | journalist , things like that , um and you know | |
58:21 | , that's the way that they learn and improve their | |
58:23 | language and incorporate more formative assessments . Again , the | |
58:27 | small check ins with them is how we see that | |
58:30 | they're really learning . Um as we know , it's | |
58:32 | not the huge examine the in the final exam that | |
58:35 | shows us what our students have learned , there's my | |
58:45 | references . All right , well , thank you so | |
58:50 | much , Kendra . That was a wonderful presentation . | |
58:53 | We're seeing so many great comments in the chat box | |
58:56 | of appreciation and um excitement for using some of these | |
59:00 | practical ideas in the online or in person classroom . | |
59:04 | Like Conan says , we thanks for your sharing , | |
59:06 | we love the things you've shared with us practical and | |
59:10 | effective ideas to enhance both spoken and writing skills . | |
59:13 | Thank you , Kendra from paris set . Great talk | |
59:16 | from Deana . Um , thanks for today's webinar and | |
59:19 | sharing from the act . So awesome . Thanks so | |
59:21 | much for every , all of those wonderful comments , | |
59:23 | Everybody . Um , and again , thank you so | |
59:25 | much , Kendra for this wonderful presentation . Yeah , | |
59:28 | of course , it was so nice to interact with | |
59:31 | all of you . |
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