Assessment methods for English learners in eighth grade classrooms

Curriculum Assessment

In the document by Taylor & Nolen (2005, p. 3), the dilemma associated with assessment is illuminated. When there is too much focus and trust in the "magical" ability of assessments such as state and national test scores to improve schooling, teachers and students become stressed, experiences in schools are diminished, and performance is likely to drop concomitantly. In a more focused manner, specific challenges are presented by in-class assessments. Different teaching methods require different types of assessment. It should also be kept in mind that children have many different ways of learning and presenting knowledge. Just as teaching methods have evolved to accommodate the various ways in which children learn, assessment should also reflect the inner diversity of children. Only by assessing learners accurately can teachers bring home to them the social importance of both diversity and tolerance for differences.

Specifically, I have identified some assessment issues in my specific situation with regard to assessment and learner growth. I believe that all children should be helped to become aware of their own strengths and weaknesses in the learning processes. It is only by doing this that children will develop targeted and effective study methods for their future. It is therefore important that teaching methods and assessment be used together in order to optimize both the teacher's and learner's experience.

Background

I am a teacher of a diversity of English learners at various levels of language competence in the eighth grade. The learners come from a variety of language and ethnic backgrounds. I have adjusted my teaching methods according to the needs I perceive in my classroom. While we receive the curriculum from the district head of education, teachers are free to implement teaching methods as they see fit. I have therefore implemented collaborative learning methods and group work to help weaker students improve their language skills.

I have also developed a preliminary assessment method to determine the needs of my students. This is very informal, and does not count towards the students' more formal assessment sessions during and at the end of the school year.

My preliminary assessment entails developing a profile of each student, his or her perceived strengths and weaknesses, as determined by the students themselves, and how these can be used to improve their language skills and prepare for formal assessments. The main problem in our system is the formal assessment sessions.

There are four formal assessment sessions throughout the school year, at the end of each term. These assessments are standardized tests, provided by the head of education. While teachers are invited to comment on the assessments, little is usually done to implement any suggested changes. The tests themselves do address several of the curriculum elements, but not, in my opinion, to such a degree that students are truly tested on what they had accomplished throughout the year.

Conclusions and Recommendations

The first and most important suggestion will be that the assessment methods should be more closely related to teaching methods in the classroom. Like children, teachers have their particular personalities and goals for the classroom. These are concomitant with teaching methods, and should also run parallel to assessment techniques. Of course it is not suggested that existing, standardized tests be eliminated. These are important in terms of setting a district standard. However, we feel that individual goals and teaching should also play a role in order to diversify teaching methods.

At the moment standardized testing plays too large a role in the education process (Taylor & Nolen, 2005, p. 3), and the danger is that too many people will focus on these to determine a child's academic strength. Concomitantly, a danger mentioned by Porter (1995) is that teachers placing too much emphasis on the standardized test will in turn teach according to the assessment demands rather than according to the curriculum and pedagogic goals that teachers deem important for the success of their individual classrooms.

One such addition could be the student profile, group work done in class, or other methods of in-class, group assessment. Individual assessment by means of methods such as oral or in-class essays or other tasks can also be used. It should be kept in mind that each subject field will have a specific area of interest and assessment method that works best with this.

In this, it is suggested that individual teachers be consulted for suggestions. It is also our feeling that there is not sufficient communication with teachers, who work with teaching material from day-to-day. This point will also be used to make the suggestion that teachers should be more involved in standardized assessment creation. This will give teachers a greater sense of control and integration with their subject-specific and classroom-oriented goals.

Involving teachers in the assessment process to a greater degree will benefit not only teachers and students, but also the future of the country. Targeted, effective education is the key to providing the country with young people who are motivated to educate themselves for the improvement of their own and other's lives.

Conclusion: Towards the Future

The team I have gathered will then do thorough research on teaching and assessment methods, and how these integrate to produce a well-rounded, well-adjusted student. This is a challenge that every teacher faces, as students are seldom in a single classroom for more than one year. If teachers and program administrators can work on the issue as a team, this will greatly improve the flaws that are currently identified in the process. Surely teachers and learners deserve the best that this country can offer.

Sources

Hlebowitsh, Peter S. (2005). Designing the School Curriculum. First Edition. Allyn and Bacon.

Porter, Andrew. (1995). Critical Issue: Integrating Assessmsent and Instruction in Ways that Support Learning. Wisconsin Center for Education Research. http://www.ncrel.org/sdrs/areas/issues/methods/assment/as500.htm

Porter, Andrew (2004, Jan 2). Curriculum Assessment.Vanderbilt University. http://www.secsupport.org/pdf/curricassess.pdf

Taylor, Catherine S. & Nolen, Susan Bobbitt. (2005). Classroom Assessment: Supporting Teaching and Learning in Real Classrooms. Merrill/Prentice Hall.