Designing Assessment Strategies For Students

 Scoring is mandatory.
 Evaluation is a learning step.
 It does not suit students needs.
 Assessment vs. testing.
 Learning and emotional special needs.

 Grades were bad and not showing students real

competences.
 looking for better tools and schemes rather than the
traditional testing.

 Teacher cannot just grade with bad scores to

students.,
 The group has varied learning and behavior special
needs and teachers need to accommodate to their
special requirements.
 Assessment:
“Assessment at the primary level can be described as an attempt to analyze the
learning that a child has achieved over a period of time as a result of the
classroom teaching/learning situation…”
(Brewster et al., 2002, 244).
 Students with Behavioral Special Needs:
Children with behavior issues don't respond to traditional discipline. With
diagnoses like ADHD, Fetal Alcohol Spectrum Disorder, Dysfunction of
Sensory Integration, and Tourette Syndrome, they require specialized strategies
that are tailored to their specific abilities and disabilities. If those strategies are
not developed and used, kids with behavior issues throw their families into
chaos and are seriously at risk for school problems.

(Mendler, 2001)
 Formative and Summative Assessment:
It can be formative when teachers take into account students strengths and
weakness to design further classes or methods of evaluation. It can be
summative when teachers collect information at the end of a period of time in
order to report a student’s progress. Summative assessments are useful to
teachers as well in their own performance of teaching. Formative assessments
are called as well assessment for learning as it works student’s centered. 

(Black and William, 1998).

 Alternative Assessment for ESL Students:

  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..

(Tannenbaum, 1996)
 Methods of Assessment:
Formative assessment:
•Students’ learning monitoring techniques.
•Gathered feedback.
•Teachers adjust their teaching to students.
•(Surveys, Checks for Understanding, Wrappers, Exams, Homework and lectures).

 Summative assessment:
• The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark.
•(Exams, Papers, projects, and presentations and Portfolios).

(Shohamy, 1996)
 Alternative Assessment Activities:

 Non verbal.
 K-W-L Charts. 
 Oral performances or presentations. 
 Portfolios (Booklets).

(Tannenbaum, 1996)
 Instructional Design
Group observation

Decision of the
Assessment Strategy

Decision of the
Assessment Strategy

Lesson Plan Class Activity

Teacher feedback through Students Feedback

Field Diary through Interviews
Examples
Examples
 STAGE DESCRIPTION ASSESSMENT TIME
(ETAPA) (DESCRIPCIÓN) (EVALUACIÓN) (TIEMPO)

●Actividad 1: La profesora le pregunta individualmente a los

estudiantes: What do you like to do? Y les da 3 opciones por medio de
mímica y pronunciación, los estudiantes deben escoger una de ellas
para dar su respuesta: T: What do you like to do? Do you like singing?
Or do you like jumping rope? Or do you like riding bike? S: I like
riding bike.
Observation based analysis
to determine the capacity of
students to speak in in the
foreign language as the
●Actividad 2: La profesora les pide a los estudiantes que se organicen teacher is not helping
por parejas por parejas para hablar sobre sus hobbies esta vez en inglés, another student, working as
alternadamente deben formularse la pregunta varias veces. La profesora a team.
les indica que deben hacerse las preguntas hasta que sientan que ya
 
PRACTICE saben el vocabulario de memoria, con el fin de facilitar si proceso de
40 mins
(PRÁCTICA) autoevaluación. S1: What do you like to do? S2: I like watching T.V. Peer Evaluation is a form of
S1: What do you like to do? I like playing videogames […] S2: What assessment that can help to
do you like you like to do? S1: I like watching T.V. S2: What do you check for student’s
like to do? I like playing videogames. understanding of grammar
and vocabulary while
monitoring the student’s
fluency, listening and
pronunciation skills.
(Brown et all, 2010)
●Actividad 3: Domino por parejas se preguntan mientras colocan una
ficha del dominó, y el compañero debe colocar una ficha que
concuerde con la inicial de su otro compañero y su respuesta se verá
limitada a la ficha. Al finalizar la actividad cada estudiante deberá dar
su opinión acerca del desempeño en la segunda lengua de su
compañero.
 Methodology
Observation Feedback
• Videotape Application of gathering
recordings: The Strategy • Through
Behavior. • As Production interviews of the
• Field Diaries:
Activity students (video
Effectiveness of recorded)
strategies.

Decision of
Previous Strategy to
Analysis of Apply based on
Data: Literature's
• The visual and Review:
written records.
• The K-W-L Chart
 By creating an affectionate bond with students, teachers can
design better classes to meet their needs.
 The assessment strategies gave very good grades from
students.
 Depending on students development stage there are more
suitable strategies: Nonverbal and Portfolio like for the
littlest students and group assessment for the biggest ones.
 Students feel foreign languages kinder to them.
 Conclusions
 Alternatives ways of assessment are the most useful way of
evaluation, students can be graded without being noticed, taking
away the testing stress.
 Getting to know students’ lives and feelings, as a sincere, honest
and caring way, can be the most rewarding experience of being a
teacher.
 Through knowing students emotional and cognitive needs, the
classes’ activities and assessment tools will be suitable giving
the best results from them.
Thank you very much!