Performance-Based Learning Part 2

“Assessment plays a vital role in supporting and enhancing learning” (Diaz-Rico 76).

We often times ask ourself: “What is the best use of assessment?” We need to look at assessments as the process for determining the current level of a learner’s performance or knowledge. This chapter looks at the different types of assessment, specifically performance-based. “The benefits of performance-based assessments are the match of assessment with instruction and the satisfying feedback provided to the teacher and learner alike about areas of satisfactory attainment and areas of needed improvement. Assessment is an integral part of the instructional process, rather than an “add-on” at the end” (Diaz-Rico 79). We must realize as teachers that our learning goals, lesson plans, classroom activities, and evaluations must all be consistent in order to succeed.

The Performance-Based lesson will consist of:

* Performance Indicators (3 Objectives: Learning Strategy, Language, Content)

• Warm-Up
• TESOL Standard
• Task Chains
• Final Assessment

I found a great article about performance-based assessments and how to implement it into the classroom, sample rubrics, and so on. It is entitled “Using Performance-Based Assessment in the ELD Classroom” and you may access it at: http://www.coursecrafters.com/ELL-Outlook/2005/sep_oct/ELLOutlookITIArticle1.htm 

@lindsyhughes

“This information takes it a step further and asks that we include a language objective and learning strategy objective. This is a good way to look at my lessons for all of my students, not just my ELs. I firmly believe that we should be assessing our students based on what they have learned and what they can demonstrate to us through speaking, reading, and writing. Some of my students do well with written assessments, but most (especially my ELs) do best with oral responses. My question is: Why has the government become so narrow-minded in their definition of learning? Why don’t they consider an oral response to be an adequate demonstration of what the student has learned?” You bring up some excellent points in your post. This chapter also made me realize how great it is to think about our lessons for all of our students. Many students can vocalize their thinking much better than writing it down, especially because they get caught up in spelling, grammar, and so on. Then, their response can get confusing or lost in the translation. I also ask myself the same questions about the government, along with many more!  

@alyssabarnard

“My concerns after reading this chapter lie in the increased pressure on teachers to prepare English Learners for standardized tests.  The No Child Left Behind Act mandates that all students be proficient in reading and math by 2014.  This includes English Learners.  The results from standardized tests are often used to determine the effectiveness of the teachers instruction but are we considering the students who are struggling to learn a new language?   Are school districts providing enough support to help these students learn English or are they focusing primarily on academics?  I  believe it is difficult for an English learner to master instruction given in English if they have not mastered the English language.  I believe every child develops and progresses differently.  This one size fits all approach does not seem like the best thing for students”. I also have similar concerns as you have commented about. The idea that are effectiveness of teaching is being determined by these standardized tests can be extremely frustrating. Each classroom has their own individual issues as to why this would not seem adequate. I love the last line about “one size fits all” is not the best thing for our students. We need to realize the individuality of our students and praise that uniqueness they bring!