Informal assessments (also referred to as alternative or authentic assessments) permit educators to track the unending progress of their learners often and regularly (Colorado, 2007). While regular tests measure learners at a specific point of the year, regular assessments offer constant views of where learners are all through the academic year…
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By utilizing informal assessments, educators can target learners’ precise problem areas, adjust instruction, and intercede earlier before it is too late. Constant assessments are mainly significant for English language learners (ELLs). Regular tests in English do not normally echo ELLs' true content abilities or knowledge. However, informal assessments can offer a better-rounded image of their abilities, skills and ongoing progress. The No Child Left Behind act agitates that thorough records should be maintained on the growth of ELLs (Colorado, 2007). Storing these records will make it much easier when questions of grading, program placement and special services arise. There are two normally used informal techniques: portfolio assessment and performance-based assessment. Both techniques make use of typical classroom events to measure growth towards curricular objectives and goals. These actions can be witnessed and recorded by educator observation, as well as student self-assessment. This paper will explain at least three informal language proficiency instruments an educator can use in his/her classroom to determine Maria’s level of comprehension.d in classroom instructions, as well as everyday tasks (Tannenbaum, 2009). An educator can utilize performance-based assessments to evaluate ELLs' language proficiency, as well as academic success, through presentations, oral reports, written assignments, demonstrations, as well as portfolios. These assessments can comprise of both products (e.g., group projects) and processes (e.g., numerous drafts of a writing sample). An educator can use observation checklists and scoring rubrics to assess and grade his/her students. These tools can help in aiding ELLs' growth over a short period of time (Colorado, 2007). When using performance-based assessments, it is vital to set up clear and fair criteria from the start. It may be useful to develop these criteria together with other specialists or teachers at the school (Colorado, 2007). Performance-based assessments encourage a broad range of responses. They normally do not generate one single, accurate answer. Hence, evaluation of learner performances and products should be rooted in a teacher’s judgment, using the criteria set for each and every task. An educator can develop assessment actions, which are specified to his/her ELLs' level of English understanding. Performance-based assessment actions can center on reading or oral communication. Some of the activities comprise of: reading in groups, narrating tales, role playing, providing descriptions using visual prompts, telling a tale through a sequence of a couple of pictures, completing dialogue through visual prompts, debating, brainstorming, playing games and completing incomplete stories. When using performance-based assessments with intermediate and beginner English proficiency level, it is advisable to assess less than three items at a time (Tannenbaum, 2009). For instance, during role play, an educator might assess the learner’s abilities to reply to "where" and "what" questions; respond to clarification and read telephone numbers or addresses. Portfolio Assessments Portfolios are convenient ways of evaluating student work all through the academic year. With this method, an educator can thoroughly collect evocative
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I was also aware of the fact that learning and knowing English do open up a whole new world of opportunities to an individual. However, before joining this class, my approach towards the English language was more or less mechanical and dry. I approached the task of learning English more as one other important thing to be done.
PBB is distinguishable from it by the fact that it considers and assumes a projection of performance (Miller, 2001 p.3034). It predetermines what given available resources will accomplish by using some measurable parameters of results achieved. This type of budget is an outcome management system of allocating resources being that it is performance triggered, result oriented and customer based.
The authors go on to clarify that it can be informal or formal, an assigned task or an observation. Chase (2009) goes further to argue that performance-based assessment needs learners to achieve complex and considerable tasks, though bringing to bear earlier knowledge, current learning, and significant skills to resolve authentic or realistic problems (Valdez & O'Malley, 2010).
In this session assessment and evaluation strategies for FlexNet new health staff orientation course will be discussed. The first class that will happen in the class room will discuss the healthcare related confidentiality
According to the writer, the ELL students face greater challenges than the ones who are already well verse with the language. Such students have to learn English language along with learning the regular subjects. A report by NAEP 2004 Trends in Academic Progress suggests that the ELL student population has been found to have lower math scores.
Firstly, developing a rubric to guide the evaluation process as well as communicating the expectations is very important. Secondly, the setting of the evaluation process has to be defined; in this case, the FLEXnet course will be conducted either online or
Nevertheless, since higher education is different from lower education, these approaches have been designed in such a way that the needs of adult learners are taken care of.
Among these approaches is FLEX net course. The course allows students to attend classes online.