Assessment and Feedback
Questions for reflection/ discussion before viewing the video clip
- What kind of assessment practices do you employ in your teaching? Why do you prefer these types of assessment?
- Which of these assessment types is most difficult for multilingual learners? Which is easiest? Why?
v Multiple choice questions
v Short answer questions
v Essay exams
After viewing the video clip
- What constitutes a “thoughtful” response? Is this an important aspect of your assessment practices?
- Did you agree with the instructor’s comment that providing “immediate and thoughtful” response is more challenging for multilingual learners?
- Would you consider any of the accommodations suggested in the video? Do you think they would work with the assessment tasks you give in your classroom? Why or why not?
- Do you feel that it is fair to all learners to provide accommodations like these to everyone? Would it be better to offer the exam separately to multilingual learners and provide them with specific accommodations? Why or why not?
Action - Oriented Feedback
Action - Oriented Feedback
Shapiro, S., Farrelly, R. & Tomas, Z. (2014 ). Fostering International Student Success in Higher Education. Alexandria, VA: TESOL International Association Press.
UFV Library Catalogue
Subjects: Students, Foreign -- English-speaking countries
Location Call No. Status
ABBOTSFORD LB 2375 S43 2014 STACKS
Chapter 4: Assignments and Assessment
Distinguishes between formative assessment, which assesses learning in progress and contributes to the learning process, and summative assessment, which evaluates learning at the end of a course or unit. Some pros and cons of different forms of summative assessment are given in the box on p. 53.
Backward design is discussed on pp 54-55 and front-loading is discussed on pp. 55-56.
One issue regarding assessment is lack of clarity in the assignment description or instructions. Some guidelines are included on pp. 56-57, and explicit rubrics are discussed on pp. 57-59. Some helpful guidelines are included in the box on p. 58.
The section on grading and evaluation on pp. 65-71 includes many helpful strategies to help instructors “navigate” the issue of assessment and make decisions about how they will decide on and deliver assignments in their courses.
The discussion of “accents” on p. 68-69 is related to the discussion of “accents” in the video “Writing across Borders.”
Some suggestions for possible “accommodations” are offered on pp. 67-71. The section “Toward Equity and Empowerment” reminds us that the purpose of assessment and evaluation is to allow students to “show what they have learned in class” (p. 71). Rather than lowering the standards, any accommodations or assessment practices should enable us to “create conditions whereby all students can be successful in meeting the high standards we set for them—not to change our expectations for those who are struggling” (p. 71).