Differentiated Informal Assessment

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

While observing students. Use a check list to formally assess students progress and understanding of the objective.

The assessment method that I chose was to ask the students questions about what they

I will walk around the classroom taking notes about each students’ progress, while they work independently and during guided practice. On students desk there will also be colored cards to explain where each student believes they are. A green card will explain that the student understands it, a yellow card means they understand some of it, and red means they do not understand how to complete the work. Data will be kept on a chart with every students’ name. This assessment will show me where additional accommodations may need to be made; therefore, meeting the needs of students with exceptionalities. If I notice a student not being able to understand how to solve the problems, accommodations can be set to help students understand what they are working

I assess my students at regular intervals. Every time I ask a question to an individual or to a class I am assessing their knowledge and understanding.

Grouping ELL students with “peer-buddies” or students appointed to assist the ELL student can give the ELL student more opportunities for using conversational English, allow them to receive minor assistance without interrupting the teacher, and give

Assessment opportunities should be created during each lesson in an informal way. This can be through having a conversation with a learner about what has happened during the lesson and asking some key questions to see if they are able to show that they have understood and therefore, the objectives have been met.

Since Michael seems to always rush through his work, having him work with one or more students in a group setting will force him to slow down since he will have to work with others. Cooper prefers to work alone and lacks social skills, so working in small groups can work to improve his socializing. By putting the ESL students in small groups, they will benefit with working with other students with different backgrounds and academic strengths. Even though Emma performs well academically, she will also benefit from the cooperative learning. Working with students that struggle academically will help strengthen Emma’s leadership skills.

The data above was acquired through two different types of indirect assessment, meaning information was given by a third party and not direct observation of the behavior analyst. Both indirect assessments were completed with the client’s mother Melinda Evans, in attempts to identify the function of tantrum behavior. Tantrum behavior was defined by Mrs. Evans as crying, falling to the floor and flailing of legs and arms.

Assessment: I would take surveys of the class and use student work to come to conclusions about weather I need to adapt and a lesson plan or not. I would also ask students questions to see if they are understanding and learning effectively from the way that I am teaching

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and

Informal assessment allows students to demonstrate their learning in a variety of ways which can benefit all students. It can include group or individual projects, presentations, essays, experiments, or demonstrations. Each of these can allow for “knowledge that transfers from one situation to another [which] is based on students’ abilities to understand central principles, see connections and make distinctions, and be strategic in attacking problems and analyzing information” (Darling-Hammond, p. 285). A variety of assessment methods allow for this to happen and for students to use their personal strengths to demonstrate understanding of the information. “Research into students’ preferences for alternative assessments shows that the assessments that have been positively evaluated by students were more authentic and thus made learning more realistic and powerful” (as cited in Brown, Irving, Peterson, and Hirschfeld, 2009, p. 99). Students should be able to think creatively and take hold of their own education and learning because they must ideally be prepared for a rapidly changing society where they must be able to adapt and formulate their own solutions. Teachers are able to provide feedback to the children so they know what was done effectively and what needs to be modified. Rather than teachers pressuring students to show understanding through a single examination, they will have opportunities to confidently demonstrate knowledge with less

These can also be highly informal and done in a large group setting. If introducing a new topic, start by just asking some real easy questions regarding the topic and then write them down on a large piece of paper. This gives the students a visual aide and allows the teacher to have bases of what information the kids know and what still needs to be addressed. Students on most occasions tend to truly like this assessment because it gives them a chance to speak and be heard. Some students on the other hand do not actually like it unless they are in a one on one setting with a teacher.