Mobile Assessing ESL students in the subject classroom Assessment is a multi-faceted issue that has been the focus of considerable attention in education over the past decades. Before discussing assessment as it directly pertains to ESL students, it is helpful to offer a brief overview of its major aspects. Assessment overview In essence, assessment is of three types:
For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers and then create a bar graph mapping the employers, responses to questions about qualities they look for in employees.
This digest provides a rationale for using project-based learning with adult English language learners, describes the process, and gives examples of how the staff of an adult English as a second language ESL program have used project-based learning with their adult learners at varying levels of English proficiency.
Rationale for Project-based Learning Project-based learning functions as a bridge between using English in class and using English in real life situations outside of class Fried-Booth, It does this by placing learners in situations that require authentic use of language in order to communicate e.
When learners work in pairs or in teams, they find they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to esl writing assessment task, who will be responsible for each task, and how information will be researched and presented.
These skills have been identified by learners as important for living successful lives Stein, and by employers as necessary in a high-performance workplace U. Department of Labor, Because of the collaborative nature of project work, development of these skills occurs even among learners at low levels of language proficiency.
The Process of Project-based Work The basic phases found in most projects include selecting a topic, making plans, researching, developing products, and esl writing assessment task results with others Wrigley, However, because project-based learning hinges on group effort, establishing a trusting, cooperative relationship before embarking on a full-fledged project is also necessary.
Activities that engage learners in communication tasks and in peer- and self-evaluation help create the proper classroom environment. Information gap activities where the assignment can only be completed through sharing of the different information given each learnerlearner-to-learner interviews, role plays, simulations, field trips, contact assignments outside of class, and process writing with peers prepare learners for project work.
Selecting Topics A project should reflect the interests and concerns of the learners. Teachers can begin determining project topics at the start of an instructional cycle by conducting a class needs assessment to identify topic areas and skills to be developed.
As the teacher and learners talk about projects and get to know each other, new topics and issues may come to light that are appropriate for project learning. A project may focus on the objectives of one instructional unit, such as a unit on health, or it may span several units. It may take place during a unit or be a culminating final event.
Whatever the project, learners need to be in on the decision making from the beginning Moss, Making Plans and Doing Research Once a topic is selected, learners work together to plan the project, conduct research, and develop their products.
Learners with low language proficiency or little experience working as part of a team may require structure and support throughout the project. Pre-project activities that introduce problem-solving strategies, language for negotiation, and methods for developing plans are useful.
Learners may also need practice in specific language skills to complete project tasks. For example, learners using interviews as an information gathering technique may need instruction and practice in constructing and asking questions as well as in taking notes.
Sharing Results with Others Project results can be shared in a number of ways. Oral presentations can accompany written products within the classroom or in other classes within the program. Project products can also be disseminated in the larger community, as in the case of English language learners from an adult program in New York City, whose project culminated in the creation and management of a cafe and catering business.
Lawrence, ; Wrigley, Assessing Project-based Work Project-based work lends itself well to evaluation of both employability skills and language skills. Introducing learners to self-evaluation and peer evaluation prior to embarking on a large project is advisable.
Learners can evaluate themselves and each other through role plays, learner-to-learner interviews, and writing activities. They can become familiar with completing evaluation forms related to general class activities, and they can write about their learning in weekly journals where they reflect on what they learned, how they felt about their learning, and what they need to continue to work on in the future.
They can even idenitify what should be evaluated and suggest how to do it. Assessment can be done by teachers, peers, or oneself. Teachers can observe the skills and knowledge that learners use and the ways they use language during the project.
Learners can reflect on their own work and that of their peers, how well the team works, how they feel about their work and progress, and what skills and knowledge they are gaining. Reflecting on work, checking progress, and identifying areas of strength and weakness are part of the learning process.
Assessment can also be done through small-group discussion with guided questions. What did your classmates do very well in the project? Was there anything that needed improvement?
The ability to identify or label the learning that is taking place builds life-long learning skills.IELTS Academic Writing Task 2 is the second of two writing tasks on the IELTS.
Even though Task 1 is by no means easy, most students find IELTS Writing Task 2 more challenging. The purpose of this guide is to help you master the IELTS Writing Task 2 skills you need in order to do well on this.
Help!!! It’s the middle of January and they just put a Newcomer ESL Student in my History class!
Use these ELL beginner level English Language Learner worksheets and Newcomer Activities to provide engaging, independent practice for your newcomer or beginner level upper elementary to adult learner. Important: ESL students need to have grade-appropriate cognitive challenges.
Making things easier for ESL students in the mainstream classroom means making accommodations that help them to do the tasks that the native speakers are expected to do.
Student-directed Assement in ESL/EFL: Designing Scoring Rubrics with Students David Litz UAE University (Al-Ain, United Arab Emirates) davidralitz(at)rutadeltambor.com Search for Continuing Education Courses. Nursing; Search for Continuing Education Courses; Related Links.
Credit Divisions and Departments. The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.