Unit 1: Informal Assessment

Activity 1: Definition of Informal Assessment

In a general sense, informal assessment is the continuous, regular, on-going collection of data about the learner’s performance in the normal classroom environment and also work done outside the classroom. This data is collected through observation with the goal of providing the learner with performance feedback to be used for improvement. The term ‘informal’ can be misleading because it can lead us to believe that the assessment is not structured. However, this is not the case. Informal assessment must be based on criteria which is analytical and/or holistic in nature and not based on teacher impressions and/or intuitions. More specifically in terms of language learning, we must not only include linguistic factors involving the four skills as well as grammar and vocabulary in our informal assessment, but we must also include non-linguistic factors such as attitude, effort and participation. For each of the skills, we must define the criteria to be used in the assessment ensuring reliability and validity. Informal assessment goes hand-in-hand with formal assessment(s) and self-evaluation, with each one given a weighting to arrive at a final assessment of the learner.

Activity 2: Assessment Plan

Preamble

In an ideal world, the teacher would be able to decide how and when to assess the students. In this ideal world, I would base 85% of the mark on informal assessment and 15% on formal assessment. In informal assessment, I would include my observations of students in the classroom as well as student self-evaluations and peer evaluations with respect to both the linguistic and non-linguistic factors. For the formal assessment, I would test grammar and vocabulary as well as listening from the unit covered.

In reality in the institution where I work, I do not have complete liberty in deciding how and when to assess students. In fact 60% of the student’s grade is determined by formal assessment in the form of written tests given after every two units in the book. These tests have four parts: listening, writing, reading and grammar with each part given an equal weight in the scoring. Another 30% of the grade consists of oral assessment. At the same time as the written tests, oral tests are also given. However, I do have the liberty of basing some of this 30% on informal assessment throughout classroom sessions. The final 10% of the grade is called Teacher’s Choice and the teacher is free to determine what factors are used. Some examples of the factors used are participation, homework, attendance, and presentations.

Also, very often in reality the activities and topics chosen for the classroom are selected with the test in mind – the wash back effect as discussed by Harris & McCann (1998).

Therefore, my assessment plan for the unit is based partly on reality and partly on an ideal world; the former because at the end of the semester both the students and the institution where I work require a grade in numerical form and I do not have the liberty to determine how and when the students are assessed and the latter because my assessment plan differs from the reality of the assessment process where I work.

Assessment Plan

Unit 11: In Your Dreams
Soars, J. & Soars, L. (2005). American headway 4 student book. New York: Oxford University press.

The class meets for two hours three times per week. In addition, the students are required to spend two hours per week at the self-access centre. It is a high intermediate class – the last level of English at this institution. There are usually between 10 and 15 students in the class.

Learning Objectives:
· to be able to hypothesize about the past and present expressing regrets and wishes
· to be able to understand and use common word pairs joined with the conjunction and
· to be able to describe and (try to) interpret dreams
· to read for comprehension and be able to discuss things that people wonder about
· to listen for specific information
· to be able to complain and respond to complaints
· to be able to write a narration using linking words and expressions

Informal assessment: 85%

· Linguistic factors (70%)
o writing 15% group writing & individual writing
o reading 15% comprehension; summarizing to show understanding
o listening 20% specific details; summarizing to show understanding
o speaking 20% describe; hypothesize; complain

N.B. I have given more weight to listening and speaking because in my experience the majority of the students claim that they are more concerned with their listening and speaking than with their reading and writing.

· Non-linguistic factors (15%)
o attitude
o participation & cooperation in class work & group work
o use of English

Formal assessment: written test 15%
· grammar & vocabulary from unit
· listening for specific information

Activity 3: Instruments to Assess and Collect Data

I included seven different instruments for assessing and collecting data. They are:
1. Oral Assessment Scoring Guideline
2. Writing Assessment Scoring Guldeline
3. Non-Linguistic Factors Assessment
4. Group Participation Assessment Rubric
5. Reading Assessment
6. Listening Assessment
7. Summary of Data Collected


My Reflections on Unit 1: Informal Assessment

Every activity in every class is an opportunity for informal evaluation. But I need to be well-organized and prepared to take advantage of these opportunities, and have the instruments to do this. This unit has really strengthened my belief that informal assessment should comprise most if not all of the grade given to the student, if indeed a grade has to be given.

I also really believe that the students know best how they are progressing and that self-evaluation is a very valuable tool. And peer assessment especially for group work is invaluable.

Also timely feedback is vital to a student’s progress. Waiting till the end of the semester or the end of a course to tell the student where or what they need to work on is just too late to make a difference.