Задание 10: Альтернативные формы оценки и контроля уровня сформированности коммуникативных и социокультурных умений обучаемых

  

Альтернативные формы оценки и контроля уровня сформированности коммуникативных и социокультурных умений обучаемых 

In education, alternative assessment or portfolio assessment is in direct contrast to what is known as performance evaluation, traditional assessment, standardized assessment or summative assessment. Alternative assessment is also known under various other terms, including:

• authentic assessment
• integrative assessment
• holistic assessment
• assessment for learning
• formative assessment

In the model, students, teachers, and sometimes parents select pieces from a student's combined work over the (usually four) years of school to demonstrate that learning and improvement has taken place over those years. Some of the characteristics of a portfolio assessment is that it emphasizes and evidences the learning process as an active demonstration of knowledge. It is used for evaluating learning processes and learning outcomes. Alternative assessments are used to encourage student involvement in their assessment, their interaction with other students, teachers, parents and the larger community.

Formats vary: demonstrations and journals can be used as alternative assessments, portfolio presentations are considered the most wholly representative of a student's learning.

Portfolios can be organized by developmental category, content area, or by topics or themes. Portfolios have three main purposes. One is for assessment and evaluation, assessing progress, achievement, developmental strengths, and areas for continued work. Another purpose is for self-assessment and reflection, where students can chart their progress and take ownership of their learning. Finally, portfolios can be used as a means for reporting progress, in which progress and achievement can be shown to parents.

The type of portfolio used depends on the purpose and what it will be used for. A working portfolio is used to collect samples of student work for future evaluation. Samples are collected by students and teachers without making final decisions as to what will be kept or discarded. Later, these items can become part of another type of portfolio. In an evaluative portfolio, the teacher uses the materials included to complete both formative and summative evaluation of progress. This is not a full collection of all work, but a definitive collection to show mastery of skills in an area. A showcase portfolio is used to exhibit a child's best work, chosen by the child. Often, a showcase portfolio may be used as a way to share accomplishments with parents. Finally, an archival portfolio follows a student over time. These show a history of student work that follows from class to class. An archival portfolio can pass along information about the student from one teacher to another as well as allow a student to look back at his or her own progress.

Practical Ideas on Alternative Assessment for ESL Students

Many educators have come to recognize that alternative assessments are an important means of gaining a dynamic picture of students' academic and linguistic development. "Alternative assessment refers to procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom" (Hamayan, 1995). It is particularly useful with English as a second language students because it employs strategies that ask students to show what they can do. In contrast to traditional testing, "students are evaluated on what they integrate and produce rather than on what they are able to recall and reproduce" (Huerta-Macias, 1995). Although there is no single definition of alternative assessment, the main goal is to "gather evidence about how students are approaching, processing, and completing real-life tasks in a particular domain" (Huerta-Macias, 1995). 

Alternative assessments generally meet the following criteria:

• Focus is on documenting individual student growth over time, rather than comparing students with one another.
  
• Emphasis is on students' strengths (what they know), rather than weaknesses (what they don't know).
  
• Consideration is given to the learning styles, language proficiencies, cultural and educational backgrounds, and grade levels of students.
  

Nonverbal Assessment Strategies

"Physical Demonstration." To express academic concepts without speech, students can point or use other gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events. As a comprehension check in a unit on Native Americans, for example, teachers can ask students to respond with thumbs up, thumbs down, or other nonverbal signs to true or false statements or to indicate whether the teacher has grouped illustrations (of homes, food, environment, clothing, etc.) under the correct tribe name. The teacher can use a checklist to record student responses over time.

"Pictorial Products." To elicit content knowledge without requiring students to speak or write, teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, and charts. When studying Colonial America, for example, teachers can give students a map of the colonies and labels with the names of the colonies. Students can then attempt to place the labels in the appropriate locations. This labeling activity can be used across the curriculum with diagrams, webs, and illustrations.

Informal Assessments for English Language Learners

Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year. By using informal assessments, teachers can target students' specific problem areas, adapt instruction, and intervene earlier rather than later.

Ongoing assessments are particularly important for English language learners (ELLs). Standardized tests in English do not usually reflect ELLs' true content knowledge or abilities. Yet informal assessments can provide a more well-rounded picture of their skills, abilities, and ongoing progress. Today's No Child Left Behind legislation requires that meticulous records be kept on the progress of ELLs. Having these records will make it easier when questions of program placement, special services, and grading arise.

There are two commonly used informal methods: performance-based assessment and portfolio assessment. Both methods utilize typical classroom activities to measure progress toward curricular goals and objectives. These activities can be monitored and recorded by teacher observation and student self-assessment.

Performance-based assessments

Performance-based assessments are based on classroom instruction and everyday tasks. You can use performance-based assessments to assess ELLs' language proficiency and academic achievement through oral reports, presentations, demonstrations, written assignments, and portfolios.

These assessments can include both processes (e.g., several drafts of a writing sample) and products (e.g., team projects). You can use scoring rubrics and observation checklists to evaluate and grade your students. These assessment tools can help document your ELLs' growth over a period of time.

You can also develop assessment (and instructional) activities that are geared to your ELLs' current level of English proficiency. Performance-based assessment activities can concentrate on oral communication and/or reading. Here are examples of commonly-used activity types designed for assessing speaking or reading:

• Reading with partners
• Retelling stories
• Role playing
• Giving descriptions or instructions using visual or written prompts
• Oral reporting to the whole class
• Telling a story by using a sequence of three or more pictures
• Completing dialogue or conversation through written prompts
• Debating, either one-on-one or taking turns in small groups
• Brainstorming
• Completing incomplete stories
• Playing games

When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time. For example, in one role play activity, you might assess ELLs' abilities to:

1. Respond to "what" and "where" questions
2. Ask for or respond to clarification
3. Read addresses or telephone numbers

Portfolio assessments

Portfolios are practical ways of assessing student work throughout the entire year. With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives. Portfolios include information, sample work, and evaluations that serve as indicators for student performance. By documenting student performance over time, portfolios are a better way to crosscheck student progress than just one measure alone. Portfolios can include:

• Samples of written student work, such as stories, completed forms, exercise sheets, and descriptions
• Drawings representing student content knowledge and proficiencies
• Tapes of oral work, such as role-playing, presentations, or an oral account of a trip
• Teacher descriptions of student accomplishments, such as performance on oral tasks
• Formal test data, checklists, and rating sheets

Checklists or summary sheets of tasks and performances in the student's portfolio can help you make instructional decisions and report consistently and reliably. Checklists can also help you collect the same kind of data for each student. In this way you can assess both the progress of one student and of the class as a whole.

In addition, here are a few ways that your ELLs can have an active role in the portfolio process:

• Students can select samples of their work and reflect on their own growth over time.
• Together with students, you can set tangible, realistic improvement goals for future projects.
• Students – as a class, in groups, or individually – can create their own rubrics.

Assessing content knowledge

ELLs need to learn grade level academic content even though they are still in the process of learning English. ELLs need your help to exercise their critical thinking skills – such as knowledge, comprehension, application, analysis, synthesis, and evaluation – in order to succeed in school during all stages of English language development.

The following assessment techniques can help you adapt assessments to reduce English language difficulties while you assess ELLs' actual content knowledge. These techniques can be used separately or simultaneously as needed.

• Scaffolding assessments allow ELLs to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers. Consider giving ELLs extra time to complete these tasks, or to give short responses.
• Differentiated scoring scores content knowledge separately from language proficiency. To score content knowledge, look at how well ELLs understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses.

Страноведческий тест на французском языке

"Découvre Paris"

 

1.    Combien de lignes de métro possède Paris ?

a)    62

b)   6

c)    16

2.    Quel a été le premier nom de Paris ?

a) Lutèce

b) Parisi

c) Paname

3. L’hymne francais s’appele

a) la Parisienne

b) la Marseillaise

c) la Révolutionnaire

4. Le drapeau français est aussi appelé

a) drapeau tricolore

b) drapeau de la révolution

c) drapeau de la bastille

5. La date de la fête nationale est le

a) 4 juillet

b) 14 juillet

c) 11 novembre

6. En général, les Français dînent

a) en lisant

b) en ecoutant la radio

c) en regardant le journal de 20 heures

7. Pour manger les Franĉais prennent en moyenne

a) une demi-heure

b) une heure

c) deux heures

8. En général, au petit déjeuner, les Français prennent

a) du thé

b) du café

c) du lait froid

9. Combien de sortes de fromages la France a-t-elle ?

a) 1000

b) 110

c) 400

10. Le premier partenaire économique de la France est

a) l’Allemagne

b) la Coreé du Nord

c) le Pérou

11. La chanteuse d’expression francaise qui vit au Canada est

a) Silvie Vartan

b) Céline Dion

c) Lara Fabian

12. Le Francais est la langue maternelle de près de ...

a) 115 millions de personne

b) 150 millions de personne

c) 220 millions de personne

13. ... est chanteuse francaise d’origine égyptienne.

a) Barbara

b) Stephanie

c) Dalida

14. La langue française vient du …

a) viking

b) latin

c) javanais

15. Le francais est la ... langue parlée dans le monde.

a) deuxième

b) troisième

c) quatrième

16. On parle français en France et aussi ...

a) en Argentine

b) au Portugal

c) á Madagascar

17. Comment appele-t-on quelqu’un qui parle plusieurs langues ?

a) maxilère

b) cruciverbiste

c) polyglote

18. Comment appele-t-on quelqu’un dont la langue est le français ?

a) francophone

b) franciscain

c) francophile

19. Qu’a ete le Musée d’Orsay de 1900 á 1939 ?

a) une gare

b) un marché

c) un magasin

20. La tour Eiffel est en ...

a) bois

b) ciment

c) fer

21. Le plus important musée français est ...

a) l’Hermitage

b) le Marmottan

c) le Louvre

22. Á Paris on peut prendre ... le bus avec un ticket de métro

a) toujours

b) parfois

c) lamais