TESL-0140-E01- Assignment 3: Self-Evaluation

Assignment 3: Self-Evaluation

Your goal for this course:	How are you going to learn it?	How will you know you have achieved it?	How will you demonstrate that you have learned it?	Notes:
-Learn how to create a good and formal and informal assessments -Learn when and how assess students -Learn how to create rubrics and provide feedback	-By research and contacting my PLN -By completing this course assignments, quizzes and reading assigned readings	-By posting and reviewing my peers’ posts on the discussion form and asking for PLN’s feedback -By checking my grades and process through the course	-By completing each assignment and  reviewing feedback -By completing assignment 4, which I can use all my learning outcomes in creating a lesson plan	I will try to spend an hour per day on this course

Achieved	Achieved	Achieved	Achieved
Progressing	Progressing	Progressing	Progressing
Not Achieved	Not Achieved	Not Achieved	Not Achieved

In order to assess my progress through the course, I would say that I have learned a lot; however,

I still need more time to practice and self learning. I almost reached my goals set; I have learned

how to create informal and formal assessments, learned how to create rubrics (Holistic and

Analytic) and provide feedback. To achieve these goals I tried to do a lot of research and ask for

feedback from my PLN who are my classmates and my ESL teacher friends. I tried to complete all

the assignments and looked for different sources. The course activities and assignments and my

PLN and instructor’s feedback helped me to have a better understanding of the course materials

and resources.

The first subject that we were assigned to was to create a need assessment which is the first step

in assessing students in an ESL classroom. Needs assessment plays an important role in the ESL

classes. The teachers usually give it to the students at the beginning of the class to demonstrate

students' goals and needs. It will help the teacher to provide appropriate materials and tools for

students to help them reach their goals through the course. You can find the need assessment that

I have created in the link Here.

In this course, I learned more about Summative and Formative assessment. We were introduced

to formative and summative assessment in TESL 0100- UNIT 8- REFLECTIONS- ESL

ASSESSMENT , But here we had a clear insight about these assessments and learned more

about them. In order to learn more about these assessments, we created a Van Diagram and a

timeline to indicate our learning. While I was working on this activity, I notified that teachers must

have great understanding of their learners and the outcome and the outline of the course. The

teachers should know where and how to assess students in the class. Should it be at the

beginning or at the end or in the middle! You can find our timeline and Van Diagram and my TESL

0140- Padlet.

Another interesting subject in this course was learning about productive and receptive tasks and

how to assess each tasks. As in Unit 3 was mentioned, some teachers find it more challenging to

assess productive skills (speaking and writing), because the teacher cannot control the output.

Some things that the teacher should consider include:

communicative function (do you want students to compare, describe, produce, etc.);

how the students will produce this function (a presentation, a conversation, a short

answer); and

whether the context is formal or informal, real or unreal, at home or at work?

Measuring receptive tasks gives the instructor control over how the student will

demonstrate knowledge and/or learning, so it is important to design an assessment

which does not tax the learner in other ways. Another important factor in assessing students is

know criteria and provide them in a rubric or set of instructions.

I really like this video of test development:

https://www.britishcouncil.org/test-development

Creating a rubric is one the essential part of an assessment which could be analytic or holistic.

As Webb (2017) mentioned, Holistic rubric looks at big picture (Task performed effectively)
while Analytic rubric looks at details such as Verb tense use, Vocabulary, Eye contact/body
language, Vocal qualities and Structure. In order to develop a rubric, she suggested to start
with a task and then expand the task to rubric by adding criteria from CLB. She mentioned
five steps for that which are:

1. Decide on task

2. Check revised CLB for similar sample task

3. Check competency area

4. Make list of necessary criteria

5. Set up checklist with criteria / points.

Following these steps will help teachers to create effective rubrics to assess students.

As you remarked, I have learned a lot through this course and still need more to learn.
In order to give myself a total mark, I would give achieved; however, there are some
parts that I need to work on, especially in adapting a lesson and creating assessments
for that. I believe by practicing and learning more about ESL students and ESL classes’
outlines, I would be able to create effective assessments and provide feedback. Putting
this knowledge in a real world task would help me a lot and to achieve this I would try to
find volunteer opportunities to assess me more in teaching process.
Here is the link to my adapted lesson plan:
Assignment 4: Applied Exercise

References:

British Council. (n.d.) Test Development [Video]. Retrieved from
https://www.britishcouncil.org/test-development

Hamp-Lyons, Liz & East, Martin & Evans, Michael & Liu, Yongcan & Davison, Chris. (2017).
Using Assessment to Promote Learning: Clarifying Constructs, Theories, and Practices.
Georgetown Round Table in Language and Linguistics. Retrieved from
https://www.researchgate.net/publication/316527148_Using_Assessment_to_Promote_Learning_Clarifying_Constructs_Theories_and_Practices

Centre for Canadian Language Benchmarks. (n.d.). Canadian Language Benchmark Support Kit.
Toronto, ON: Centre for Canadian Language Benchmarks. Retrieved from
http://www.language.ca/product/clb-support-kit-pdf-e/

Webb, S. (2017, April) Creating Effective Rubrics. Powerpoint presented at TESL Peel Halton Etobicoke
Conference, 2017, Mississauga, ON. Retrieved from
http://www.teslphe.org/uploads/1/5/1/6/15162416/rubrics_pres_swebb_tesl_phe_2017.pdf

Seabrook de Vargas, D. and  Anderson, L. (2004) "A Needs Assessment Tool for ESL Programming."
Retireved from https://www.norquest.ca/NorquestCollege/media/pdf/educationalresources/NeedsAssessment
ToolAug2004.pdf

Needs Assessment. Retrieved from https://settlement.org/downloads/linc/LCG1to5/p2needsasesmt.pdf