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Rationale
The reform in assessment practice will only be realized if the mindset that all students can
succeed (Boud, 2000: 5) is firmly established in our minds. This needs to permeate our collective minds
to sustain the development of authentic assessment. If our thoughtless assessment practices are going to
change, we need to do more than simply replace traditional forms of "test" (multiple-choice) with new
forms of "test" ("performance" or "portfolio"); we need to change the fundamental relationship between
tester and student (Wiggins, 1993: 3-4). For this to happen, it is a prerequisite that first, we genuinely
believe that our students can succeed (Boud, 2000: 5) and second, we should look up to the students
interests rather than that of the tester. Wiggins (1993: 4) observes: "tests are intrinsically prone to
sacrificethe student's interests for the test maker's. He adds "...the student is the primary client of all
assessment, assessment should be designed to improve performance, not just monitor it" (Wiggins, 1993:
6). Wiggins and McTighhe (2008) argue that assessments need to promote transference of learning and
making meaning. Unfortunately, most teacher tests tend to promote merely recall and rote memorization;
which is the lowest of taxonomic categories (Fleming and Chambers as mentioned by Rabinowitz, 1993: 7)
or in laymans term the lowest levels of thinking. This occurs commonly in English subjects (Brownlie
and others, 2004: 58). Brownlie and others (2004: 58) said "many former ESL students can recall receiving
long lists of English words that had form (they could spell and write the words) but no context or
meaning (they did not know how to use the words appropriately).
One of the assessment fields that is in dire need of change is in English, especially ESL. There is
an overemphasis on low-level skills on English tests (Popham, 1991: 6). Popham (1991: 6) explains "most
states ended up with minimum competency tests [because] the committees of educators who chose the
content to be tested invariably decided to assess truly low-level content." Since students dont find any
motivation to study English; they get mediocre or worst fail their English tests. The stigma of others and
their negative self-assessment persists all throughout their schooling because of this. As what Wiggins
(1993: 5) said, the tests we use result in self-fulfilling prophecy about student ability. All of these
negative implications happen simply because the student cant see the subjects significance to his life, and
also because he finds it boring.
What then can educators in ESL do to fulfill our vision of a successful student?
The answer: authentic assessment. Braden and others (2001) said, A focus on authentic student
learning is the hallmark of effective education reform. Authentic assessment is one way to let the student
experience the real application of the subject in the real world. It creates the ambiguity of the "game" of
adult and professional life (Wiggins, 1990). Authentic assessment also promotes eclecticism. That is,
though the subject at hand is English or ESL, knowledge of other fields can help bolster the completion of
a task. This controlled situation mimics the way students would be using their formal learning in the
hard knocks of day to day life. And, since the student is given freedom to use his knowledge of other
fields which he/she likes, authentic assessment ought to have more impact for fun; it is also revealing of
the students learning because the student is functioning with intrinsic motivation (Hammond, 2005: 302).
The boringness of lessons should be out of the question if students are engaged, focused and challenged.
Stipek (as mentioned by Hammond, 2005: 302) "explained thattasks that require higher-order thinking
and active problem solving are intrinsically more interesting than memorizing or applying simple
The activity requires students to give a videotaped oral presentation (like a documentary, a newscast, a
commercial, a drama, an interview or the likes) to elicit support for the funding of public English
Educational Literacy programs. In the context of the ongoing global crisis, governments and institutions
tend to cut budgetary concerns on educational grants. Students are asked to pose as advocates of public
education, particularly public English Literacy programs, and convince a skeptical public. A planning
worksheet and a scoring rubric is prepared to enable students to consider their fluency, grammar,
pragmatic competence, pronunciation, socio-linguistic competence, vocabulary and focus on leadership
themes..
The authentic assessment in Table 1 takes away the limitation of focusing on the textbook alone.
(More details about this authentic assessment are found in Appendix A, B and C). Below are some of the
advantages of this authentic assessment:
Students in this activity have the freedom to seek the value of English conversational skills outside the
classroom. They can provide answers from interviews, group discussions and even from TV
commercials.
Students will be explaining English terms on their own words (see rubrics in appendix C) this promotes
metacognition; the ability of knowing what one knows and being able to know how one arrived at
that knowledge (Hebert, 2001). This is higher-order level of thinking.
Students would see the variety of skills inter-related with English. The use of an oral presentation (like
a documentary, a newscast, a commercial, a drama, an interview or the likes) takes away the
medium of instruction from being talk-centered to one of exciting cultural display. This resolves
the nagging question of those who will not involve themselves on English demanding jobs. If
their interest is in the arts, may it be in the performing arts or computer graphics, they can use it
in this presentation.
The pull of ICT and media to adolescents is an additional factor to make the process of this activity a fun
and enriching experience for the student.
Authentic assessment is a very promising enterprise to equip the student for the demands of the
present and future tasks. As Pelegrino (2001) said, students are now expected to demonstrate the kinds
of reasoning and problem-solving abilities once expected of only a minority of young people.
Assessments must therefore tap a broader range of competencies than in the past. They must capture the
more complex skills and deeper content knowledge reflected in new expectations for learning. Authentic
assessments capture these demands. Wiggins (1990) explains, authentic tasks involve "ill-structured"
challenges and roles that help students rehearse for the complex ambiguities of the "game" of adult and
professional life. Traditional tests are more like drills, assessing static and too-often arbitrarily discrete or
simplistic elements of those activities. What is left now is for educational stakeholders to accept the large
role authentic assessments can provide (Pellegrino, 2001).
Wiggins (1990) illustrated the numerous uses of authentic assessments in respected professional
exams and placement programs where they were already embraced and accepted for years now: the New
York Regents exams and the Advanced Placement program are two of these. Wiggins (1990) also provided
the rationale for the validity of authentic assessments; it simulates real-world "tests" of ability. Wiggins
(as adapted by Clark, 1994: 115) also provided a list of criteria to identify what is really authentic. This
is important because as Braden and others (2001; 3-4) warned: authentic student performance and
assessment are essential to successful reform. And conversely, Braden and others (2001; 3-4) continued
large-scale, top-down reforms driven by inauthentic assessments at best are unlikely to succeed and at
worst, inhibit effective reform.
From the rationale and the review of the literature, it is obvious that authentic assessment may
hold the key for the reality of our vision to usher in: all students can be successful (Boud, 2000: 5).
The school focuses on leadership and community service. The theme of the curriculum is
permeated with leadership and service and/or ministry themes. Table 2 above summarizes the contents
of the ESL course and suggests authentic assessment for each topic. It also contains suggestions to
incorporate the schools focus on leadership and community service/ministry.
Table 2. Suggested Authentic Assessment and Curriculum Focus for ESL Class
Contents of the
Course
ESL
Nouns: Words for
People and Places
Nouns: Singular,
Plural and Non
count Nouns
Proper Nouns
Possessive Nouns
and Pronouns
Verbs used as
Nouns
Adjectives: Making
Descriptions
Adjectives:
Comparisons and
Superlatives
Verbs and Nouns
Used as Adjectives
Verbs: The Verb Be
Non-To Be Verbs
Adverbs of Place,
Time and Frequency
Adverbs of Manner
Adverbs that Modify
Activities/content for
Curriculum Theme Focus
Portfolio/Performance Assessment
Influential Leaders
Portfolio/Performance Assessment
Leaders Connect
Class Interviews
Discipline/habits of leaders
Group Dynamics
Leaders Delegate
Field Interviews
Field Interviews
Comparing Leaders
Portfolio/Performance Assessment
Comparing Leaders
Portfolio/Performance Assessment
Visionary Leadership
Oral presentation
Leaders Timing
Influences of Leaders
Leaders Legacy: Succession
Table 2 shows the contents of the ESL course (taken from its required textbook, Yates, 2006). The
suggested authentic/alternative assessments are not mere activities, but they are based on the particular
characteristics of the students as described in the latter section. To describe each assessment in detail is
beyond the scope of this proposal (an example is given in the Appendices however). Take note that these
are not in any way restrictive rather they are merely suggestive of what can be done with a particular
topic. The activities/content for curriculum theme focus can be found in Maxwell (1998) and Adams
(1976). These books on leadership are preferred by the schools administration because of their doctrinal
preference.
This list in Table 2 would be presented to the ESL faculty as a guide. In keeping with the
principles of authentic assessment, assessing with intelligent subjectivity rather than standardized norms,
the teachers are given freedom to make their own alternative/authentic assessment. Wiggins (1993: 2)
explained "...intellectual accomplishment is best judged through a subjective but rigorous interaction of
mind and mind." This is what Wiliam and others (2004) suggested: Each teacher wasasked to draw up,
and later to refine, an action plan specifying which aspects of formative assessment they wished to
develop in their practicethere was no inherent structure in these plans, the teachers being free to
explore whatever they wished
Set aside two days on discussing the value and procedures of implementing authentic/alternative
assessment prior to the start of the academic year. A respected expert on authentic/alternative
assessment can be invited as a resource person to discuss these with the faculty. This need to be a
workshop and not a seminar. This can be done as a school-wide activity, or in this case in the
department level only, the ESL department. The two days need to be reasonably spaced out.
What is important in the first day is to change the fatalism pervading education (Wiggins, 193: 5),
specifically the fatalistic thinking of teachers; their thinking need to be changed to one that is
humanistic, all students can succeed (Boud, 2000: 5). Also important for the first day is for
teachers to have enough examples from other teachers on how to craft an alternative assessment
in the ESL class. This can be credited as part of their professional development program.
2.
An alternative assessment coordinator and assistant need to be assigned based on qualifications to oversee
the application of authentic assessment. An agreement with the guest speaker can be made that
he/she can be contacted for advice and technical matters on the implementation of authentic
assessment for the whole academic year. On the early years of establishing authentic assessment,
the department may need a consultant to guide us through.
3.
An action research ought to be spearheaded by the department head or anyone in authority to gather both
qualitative and quantitative data on the implications of authentic assessment to student achievement.
Collaboration among the teachers and with these researchers needs to be established to be able to
monitor the progress and troubleshoot any difficulties brought about by the adoption of authentic
assessment.
4.
An agreed upon template of the departments rubrics for checking authentic assessments ought to be
developed before the start of the school year. Since this is a school that focuses on leadership and
community practice; the outputs of students need to have that focus as well. A suggested rubric
is given in Table 3. This is not final and the rubrics will be deliberated in the departmental
meeting.
5.
A reflection web log for the ESL department can be started by the chairperson to foster communication
among faculty members. This will also solicit feedback and become a hotpot of knowledge
exchange to better the assessment practices of the department.
6.
On the second visit of the resource speaker, probably after the academic year or during a long mid-year
break, the teachers need to bring their questions and clarifications on authentic assessment. Other than
the troubleshooting agenda of this second meeting, this will also motivate teachers through
recorded successes in the practice of authentic/alternative assessment. Teachers would be
encouraged to document their successes and experiences as an action research for the school to be
able to produce a compendium on authentic assessment. This will be the departments legacy to
other schools/departments.
Criteria
Fluency
Grammar
Pragmatic Competence
Pronunciation
Poor
Pass
Good
Superior
Sociolinguistic Competence
Vocabulary
Focus on Leadership and/or community
service
7.
Finally, the results of the assessment and the progress of the reform in assessment ought to be
communicated to a wider audience, the students, parents and the community. Progress on the
assessment reform ought to be printed in the newsletter of the department or the school at least
once a month. The progress of the student needs to be communicated. We must bear in mind
that the reason for this communication is to provide feedback, which is intended to improve the
students skill on the task and to foster self-assessment towards lifelong learning (Boud and
Falchikov, 2006: 399).
final note on this section: the report should be for the benefit of the student; it needs to contain historical
progress of the student; and easy to understand for both parents and students.
Table 4. Assessment Sheet Sample for ESL
Student Assessment Sheet
Grading Period: _____________
Name: ______________________
Subject: ESL 1
Academic
Strengths
Academic
Weaknesses
Recommendation
s
Proficiency Areas
Fluency
Grammar
Pragmatic Competence
Pronunciation
Sociolinguistic Competence
Vocabulary
Focus on Leadership and/or community service
________________________
Parents name and signature
Discussions on the potential benefits and/or limitations of the authentic assessment and
implementation issues or challenges
There are numerous benefits and limitations of this proposed assessment reform. To discuss
them all is beyond the scope of this paper since every school has a different culture that may interact with
the activities proposed herein. However, for the purpose of general overview, I listed below the benefits
and possible challenges of this reform in assessment:
In general, these authentic assessments would be beneficial for the student because it is meant to
help the student:
1.
2.
3.
4.
5.
6.
Develop higher order thinking skills and not just mere memorization of words and principles
of grammar.
Expose the student to authentic situations that mimic real life situations thus fostering
early career exposure and actual use of English.
Promote excitement in class in studying English even if one does not plan to enter a career
that focuses on English. This excitement is caused by the students opportunity to use his
talents in other fields to present his English proficiency; which is due to the eclectic approach
fostered in this authentic assessment.
Develop self-assessment and reflection by providing instances of substantive discussion
about ones task in the form of feedback.
Develop habits of mind that provide lifelong learning skills because he/she spends less time
memorizing and more on approaching a controlled authentic problem.
Be helped by parents and other support staff (like counselors and other teachers) because the
academic history of the student is given with details and are easily understandable.
On the other hand, Table 4 below summarizes some of the expected challenges and/or limitations
of this proposed assessment reform. These challenges are very real in the target school of this proposal.
It is therefore important that collaboration with higher authorities of the school be prioritized to assure
help and resources to face the challenges above. Table 4 below shows the proposed steps to counter these
challenges that may inhibit this reform in assessment practices.
Table 4. Challenges and Proposed Interventions in ESL Assessment Reform
Challenges
Administration and
teachers
Time
consuming
and
laborious nature of authentic
assessment on the part of the
teachers.
Cost and budgetary concerns.
Lack of collaboration
Overuse/lack of use
authentic assessment.
of
Proposed Solutions
Traditional assessment is also laborious and time consuming. It is just a matter of
habit. Instill the vision to the teachers and provide support by the use of
collaboration; delegate tasks to other support system personnel of the school (like
interns and on-the-job training students).
Communicate that the professional development expense for the education of
teachers about authentic assessment is just a one time expense (Wiliam and others,
2004: 63), which has permanent and/or long term effects. Funding from grants and
sponsorship is a feasible option.
Assessment reformers need to build their trust relationship with the authorities of the
school; we need to build a momentum by constantly communicating the vision and
by slowly educating various stakeholders. Timing is the key.
The web log, the meetings for authentic assessment teacher accountability once a
month would check the theoretical concepts and application difficulties of the
teacher. Consultation with the resource speaker is always open communication
lines can be easily maintained by the use of todays information technology (email,
chat and other communication software).
Student counseling; one on one session with students; and delegation of
responsibilities with other support system of the school (like IT personnel, interns
and librarians).
Allow student to express dislike and maintain communication all throughout the
process. Authentic assessment is definitely an enjoyable and exciting task for
students. Let student see the long-term effects of authentic assessment without
being negative on students comments.
Give extra time to the student; recommend tutorial sessions and customize tasks.
Communicate the evidences of student improvement due to assessment reform and
explain its lifelong benefits for the student; assure competency development of the
student to pass high-stakes testing.
:
:
:
ESL
Middle School
Videotaped Oral Presentation
Purpose/Rationale
The activity requires students to give a videotaped oral presentation (like a documentary, a
newscast, a commercial, a drama, an interview or the likes) to elicit support for the funding of English
Literacy programs.
Objectives
(1) To deepen students conceptual understanding of the importance of English literacy in their lives
and in this era of globalization.
(2) To apply their knowledge on the use of English in eliciting support from the public.
(3) To foster critical thinking & creative thinking.
Learning Outcomes
(1) Cognitive level: Students would demonstrate their own concept of the importance of English literacy
in their lives and in society; they would also demonstrate their understanding of some English
words and concepts in a creative way.
(2) Behavioural level: Students would produce a videotape that contains arguments and behaviours to
elicit support for public English literacy programs.
(3) Affective level: Students would demonstrate positive attitudes toward English; dispositions and
social skills in cooperation and negotiation would also be fostered.
Prerequisite Knowledge/Skills
Students must have:
Developed some conversational skills in English beyond phonics.
Working understanding of how public opinion/media affects corporate and
governmental decisions.
Accurate knowledge of some English grammar and terms.
Skill in using video cameras and/or video editing software.
Collaboration skills, acting skills (optional) and/or voice over and documentary skills.
Context
This task can serve as a culminating assessment for an ESL class. Planning by the students
should be done outside of class time. Final planning prior to filming or videotaping should be done at
school with teacher approval. The videotaped oral presentation should be done during school hours,
inside classroom or in school premises during English week or the likes.
Rater
It is important to communicate to the students and the parents the task, its importance and the
scoring rubrics. This should be done prior to the students initiation of the task. It is important that
examples be given. Segments of videotaped examples from real commercials and documentaries can be
given but not required. Final rating should be done by the teacher. However, prior to the final
presentation, a dialogue with the class to discuss the important phases of each presentation can be made
so that the whole class can provide feedback and student reflection and self-assessment is promoted.
Prompt
This task is designed for academically functioning students at their grade levels. Use of video
editing software and video may require additional study; support should be coordinated by the teacher.
Use of video editing software however is not a requirement to complete the task. Use of expensive
materials, like video recorders, lights and computers should be ready for the student. Some students may
not have these hence the teacher needs to coordinate that these be available from the department or from
the schools multi-media services.
As you decide your answers to these questions, record your thoughts and answers on the Support
English Literacy Programs Worksheet provided. If you have finalized your ideas, submit the worksheet to
your teacher for further help and for discussion with your classmates in class. You will be given feedback
about your ideas so please prepare this paper well. We just want to let others see your work so that it can
be improved. We want all the presentations exciting and helpful.
The Support English Literacy Presentation is scheduled on _________________.
Please read the score sheet provided with this handout to understand how your videotaped
presentation will be graded. After the presentation, a question and answer portion shall be provided.
Please come prepared and do some reflection to organize your thoughts and for you to deliver your best.
Names: __________________________________________________________
PLANNING STAGE
Type of presentation
Please check one or more that apply:
____________ Mini-documentary
____________ Newscast
____________ Interview
____________ Commercial
What is the main point in my message?
____________ Drama
____________ Comedy
____________ Music Video
____________ Other (please specify: _______________ )
What use of English can I show to clearly illustrate its value to our society?
How do I explain the importance of English so people can easily understand them?
Characters
Name
Sequence of Events (Step by step, describe what will happen in your presentation?)
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Fluency
Grammar
Pragmatic
Competence
Poor
Pass
Good
Superior
Poor
Pass
Good
Superior
Sociolinguistic
Competence
Vocabulary
Focus on
Leadership
and/or
community
service
Pronunciation
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