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LPB705 - Evaluation by Mind Map: LPB705 - Evaluation

1. W1

1.1. PBA - CH1 - Examining the many Purposes of Assessment

1.1.1. Performance

1.1.2. Performance-based Assessment

1.1.2.1. Assessment

1.1.2.1.1. Salience

1.1.2.1.2. Validity

1.1.2.1.3. Reliability

1.1.2.1.4. Fidelity

1.1.2.1.5. Robustness

1.1.2.1.6. Expectations

1.1.3. Six Components of Assessment

1.1.3.1. 1. Learners' individuality and background

1.1.3.2. 2. Learners' prior knowledge and experiences

1.1.3.3. 3. Teacher's expertise and expectations

1.1.3.4. 4. Teacher's organization and readiness

1.1.3.5. 5. Curricular content and academic standards

1.1.3.6. 6. Learning community context

1.1.3.7. 6. Learning community context

1.1.4. Responsibilities for recording learner progress

1.1.4.1. Assessment

1.1.4.2. Evaluation

1.1.4.3. Accountability

1.2. LOA - CH1 - An Overview

1.2.1. Assessment

1.2.1.1. Large-scale

1.2.1.2. Classroom

1.2.2. Testing

1.2.2.1. Proficiency

1.2.2.2. Achievement

1.2.3. Four worlds of learning

1.2.3.1. Personal world

1.2.3.2. Social world

1.2.3.3. Education world

1.2.3.4. Assessment world

1.2.4. Social constructivism

1.2.5. Classroom concepts

1.2.5.1. Tasks

1.2.5.2. Goals

1.2.5.3. Scaffolding

1.2.5.4. Feedback

1.2.5.5. Emergence

1.2.6. The desired outcome of language learning

1.2.6.1. Constructs

2. W2

2.1. PBA - CH2 - Planning Assessments to Promote Understanding

2.1.1. Assessments

2.1.1.1. Formal

2.1.1.2. Informal

2.1.1.3. Timing of assessment cycle

2.1.1.3.1. 1. Preassessment

2.1.1.3.2. 2. Formative assessment

2.1.1.3.3. 3. Summative assessments

2.1.2. Understanding

2.1.2.1. Four domains

2.1.2.1.1. Cognitive

2.1.2.1.2. Psychomotor

2.1.2.1.3. Affective

2.1.2.1.4. Psychosocial

2.2. LOA - CH7 - Learning-oriented assessment in the classroom

2.2.1. The assessment cycle

2.2.1.1. Long-cycle

2.2.1.2. Medium-cycle

2.2.1.3. Short-cycle

2.2.2. Possible learning outcomes (3)

2.2.2.1. Domain-specific higher-order outcomes

2.2.2.2. Domain-specific curricular content

2.2.2.3. Domain-independent outcomes

2.2.3. Classroom activities

2.2.3.1. Learner-centred

2.2.3.2. Content-centred

2.2.4. Classroom evidence

2.2.4.1. of learning

2.2.4.2. for learning

2.2.5. An ecological model

3. W6

3.1. PBA - CH9 - Creating Assessments and Rubrics

3.1.1. Two important tools

3.1.1.1. Template

3.1.1.2. Rubric

3.1.1.2.1. Analytic

3.1.1.2.2. Holistic

3.1.1.2.3. Checklists

3.1.1.2.4. Chronological

3.1.1.2.5. Longitudinal

3.1.1.2.6. Process

3.1.1.2.7. Product

3.1.2. Sorts of evidence

3.1.2.1. Knowledge

3.1.2.2. Skills

3.1.2.3. Dispositions

3.1.3. Follow the 3x3x3 model

3.2. CH4 - Oral Assessment - O'Malley

3.2.1. Characteristics of spoken language

3.2.1.1. Uses less complete sentences

3.2.1.2. Includes less specific vocabulary

3.2.1.3. Use of discourse markers

3.2.1.4. Information is less densely packed

3.2.2. Language function

3.2.2.1. Academic language function

3.2.2.2. Communicative language function

3.2.3. Steps in preparing for oral assessment

3.2.3.1. Identifying purpose

3.2.3.2. Planning for assessment

3.2.3.3. Developing rubrics and/or scoring procedures

3.2.3.4. Setting standards

3.2.3.5. Involving students in self/peer assessment

3.2.3.6. Selecting assessment activities

3.2.3.6.1. Consider

3.2.3.6.2. Oral interviews

3.2.3.6.3. Picture-cued descriptions/stories

3.2.3.6.4. Radio broadcasts

3.2.3.6.5. Video clips

3.2.3.6.6. Information gap tasks

3.2.3.6.7. Story/texts retellings

3.2.3.6.8. Improvisations / role plays / simulations

3.2.3.6.9. Oral reports

3.2.3.6.10. Debates

3.2.3.7. Recording information

3.2.3.7.1. Teacher observation

3.2.3.7.2. Anecdotal records

3.2.3.7.3. Oral language portfolios

3.3. CH5 - Reading Assessment - O'Malley

3.3.1. Models of Reading

3.3.1.1. Bottom-up

3.3.1.2. Top-down

3.3.1.3. Interactive models

3.3.2. Schemata

3.3.3. Comprehension Strategies

3.3.3.1. Use of background knowledge

3.3.3.2. Finding the main idea

3.3.3.3. Identifying sources of information

3.3.3.4. Using text structure to aid comprehension

3.3.4. Reading in the Content Areas

3.3.5. Challenges to second language learners

3.3.5.1. Schema acivation

3.3.5.2. Text structure

3.3.5.3. Active use of reading and learning strategies

3.3.6. Implications for reading assessment

3.3.6.1. Determining students’ prior knowledge

3.3.6.2. Making students accountable for how they use reading in class.

3.3.6.3. Assessing acquisition of both decoding skills and reading comprehension skills

3.3.6.4. Observing how students collaborate in groups

3.3.6.5. Reviewing students’ personal responses to reading

4. W5

4.1. PBA - CH6 - Administering Summative Assessments

4.1.1. Three summative assessment goals

4.1.1.1. As learning

4.1.1.2. For learning

4.1.1.3. Of learning

4.1.2. Diversify outcomes

4.1.2.1. that you observe

4.1.2.2. that you hear

4.1.2.3. that you read

4.1.2.4. Organize projects and presentations

4.1.2.5. Feature portfolios

4.1.2.6. Write meaningful and purposeful assessments

4.1.2.7. Score assessments objectively

4.1.2.8. Understand standardized testing

4.1.2.8.1. Six ways to report standardized tests' results

4.1.3. Five As of effective summative assessment

4.1.3.1. Academic rigor

4.1.3.1.1. Six clusters of competence that define academic rigor

4.1.3.2. Active listening

4.1.3.3. Authenticity

4.1.3.4. Alternatives

4.1.3.5. Achievement

4.2. PBA - CH7 - Identifying what to assess

4.2.1. Five types of inquiry

4.2.1.1. Recognition and recall

4.2.1.2. Logic and reasoning

4.2.1.3. Skills and application

4.2.1.4. Productivity and creativity

4.2.1.5. Outlooks and dispositions

4.2.2. Three important conditions

4.2.2.1. Simple to complex

4.2.2.2. Concrete to abstract

4.2.2.3. Single viewpoint to multiple perspectives

5. W3

5.1. Diagnostic and Formative Assessment - Ari Huhta

5.1.1. Assessment

5.1.1.1. Diagnostic

5.1.1.2. Formative

5.1.1.3. Summative

5.1.1.4. Alternative

5.1.1.5. Dynamic

5.1.2. Test

5.2. PBA - CH3 - Collecting Baseline Data for Preassessment

5.2.1. Three Preassessment Goals

5.2.1.1. Assessment as learning

5.2.1.2. Assessment of learning

5.2.1.3. Assessment for learning

5.2.2. Baseline Data

5.2.3. The three Spheres of Learning

5.2.3.1. Cognitive

5.2.3.2. Procedural

5.2.3.3. Situational

5.2.4. Anecdotal Records

5.2.5. Preassessment guidelines

5.2.5.1. 1) You need to preassess everything you teach.

5.2.5.2. 2) There are many ways to preassess.

5.2.5.3. 3) Select a preassessment that is developmentally appropriate, seeking a variety of related information using a variety of assessment forms.

5.2.5.4. 4) If your learners score well, most likely the preassessment is too easy or too limited in variety.

5.2.5.5. 5) If your learners score poorly, most likely the preassessment is too hard or too broad in variety.

5.2.5.6. 6) Select a preassessment that generates data can be compared and contrasted with data collected at the end of the learning and teaching as part of the summative aassessments.

5.2.5.7. 7) Not all preassessments are written.

5.2.5.8. 8) If you administer preassessments that are not written, design a rubric or response sheet.

5.2.5.9. 9) Preassessments can be open ended.

5.2.5.10. 10) Keep copies of your preassessments.

5.2.5.11. 7) Not all preassessments are written.

6. W4

6.1. PBA - CH4 - Aligning Appropriate Formative Assessments

6.1.1. Three formative assessment goals

6.1.1.1. As learning

6.1.1.2. For learning

6.1.1.3. Of learning

6.1.2. Three keys to success

6.1.2.1. First key

6.1.2.2. Second key

6.1.2.3. Third key

6.1.3. Organize important outcomes

6.1.3.1. II

6.1.3.2. CC

6.1.3.3. UU

6.2. PBA - CH5 - Incorporating Learning, Assigning instruction followed by Feedback and Correction

6.2.1. Seven teaching/learning approaches to succeed

6.2.1.1. Scaffold the learning

6.2.1.2. Spiral prior learning

6.2.1.3. Compact learning logically

6.2.1.4. Integrate learning across the curriculum

6.2.1.5. Offer project-based learning

6.2.1.6. Explore holistic learning

6.2.1.7. Try constructivist learning

6.2.2. Marzano's nine Instructional Strategies

6.2.2.1. Similarities and differences

6.2.2.2. Summarizing and note taking

6.2.2.3. Reinforcement and recognition

6.2.2.4. Homework and practice

6.2.2.5. Nonlinguistic representations

6.2.2.6. Cooperative learning

6.2.2.7. Goal setting and feedback

6.2.2.8. Hypotheses generation and testing

6.2.2.9. Prior learning activation

6.2.3. Powerful questions to be posed

6.2.3.1. Information questions

6.2.3.2. Probing questions

6.2.3.3. Processing questions

6.2.3.4. Learning questions

6.2.4. Characteristics of effective feedback

6.2.4.1. Timely

6.2.4.2. Specific

6.2.4.3. Purposeful

6.2.4.4. Two way

6.2.4.5. Understood

6.2.4.6. Reassessed

7. W7

7.1. CH6 - Writing Assessment - O'Malley

7.1.1. Types of knowledge in writing

7.1.1.1. Knowledge of the content

7.1.1.2. Procedural knowledge to organize the content

7.1.1.3. Knowledge of conventions of writing

7.1.1.4. Procedural knowledge to apply the other three types

7.1.2. Three purposes of writing

7.1.2.1. Informative

7.1.2.2. Expressive/narrative

7.1.2.3. Persuasive

7.1.3. Writing instruction

7.1.3.1. Traditional instruction

7.1.3.2. Recent departures from the traditional paradigm

7.1.3.2.1. Process writing

7.1.3.2.2. Writing across the curriculum

7.1.3.3. Stages of the writing process

7.1.3.3.1. Prewriting

7.1.3.3.2. Writing

7.1.3.3.3. Postwriting

7.1.3.4. Criteria for writing prompts

7.1.3.4.1. Invite the desired type of writing or genre

7.1.3.4.2. Engage the thinking central to the type of writing

7.1.3.4.3. Be challenging for many students and accessible to all

7.1.3.4.4. Provide equitable opportunities for all students to respond

7.1.3.4.5. Produce interesting, not just proficient writing

7.1.3.4.6. Be liked by many students

7.1.3.5. Types of scoring

7.1.3.5.1. Three types of rating scales

7.1.3.6. Self-assessment in writing

7.1.3.6.1. Dialogue journals

7.1.3.6.2. Learning logs

7.1.3.6.3. Surveys of interest and awareness

7.1.3.6.4. Writing checklist

7.2. Listening and Note Taking

7.2.1. We are here to communicate

7.2.2. Watch your listening

7.2.3. The couch-potato diagnostic listening assessment

7.2.4. LLS (Listen and skim/scan)

7.2.5. Welcome to English 101

7.2.6. Presentation check