I have had many types of assessments over the years, but I would like to focus on two types for the purpose of this paper: formal objective assessment and informal classroom assessment. The formal objective assessment will be the paper and pencil tests. These will include the true and false, fill in the bland, and multiple choice tests. The informal in class assessments will include the responses that I have received when I have answered classes in the classroom as I have answered questions in a large group setting and participated in small group assignments.
When I have taken objective tests in the past, I have not always felt that they have been a true measure of my knowledge. Often I felt that I knew a great deal more than the tests reflected. Other times, I felt that I studied the wrong material and that I knew far more than I was able to demonstrate on the test. Frequently, informal assessments were more accurate in the reflection of what I had been able to demonstrate of my knowledge and comprehension about a certain topic. Perhaps this was because these were more frequent, occurring multiple times during a class period, or maybe because they were conducted under a less stressful situation as they were not graded. One would think that I would be less motivated to engage in the informal assessment due to the lack of grading, but I found it to be a more enjoyable experience because there was less stress involved in the situation. I was also able to use the experience as a guide to my being able to judge my comprehension of the material involved.
When I have observed other classes, it appears that other students have experiences that are similar to my own. During formal assessment, students appeared stressed, bored, and often just want to take the test, hand it in, and get it over with. When receiving a test back, many students do not take the time to look over the test, see what mistakes they made, reflect on their errors, or see what improvements could be made. Instead, the grade is noted, the test discarded, and it seems to be out of sight, out of mind. With the informal assessment process, students seem to be more engaged. They are more involved with the process, more in tune with the material, more interested with what is going on, seeking to improve their skills, and want to know what is coming next. The informal assessment process appears to be more real to the students and a more valuable overall experience.
During informal assessment observations, in the classes I observed, the atmosphere of the class differed depending on the class and the teacher.
There were classes were the atmosphere was relaxed, the teacher more casual, and the informal assessment process was productive, the students were engaged, and the feedback was valuable. The students were open to the feedback, took criticism well, gave feedback to each other, received feedback from the teacher, challenged the teacher with respectful dialogue that the teacher encouraged for the students to support their differing opinions and arguments, and it was seen to be a valuable learning experience for the other students in the classroom. Almost all students were engaged in the classroom discussion, were taking notes, accepting feedback, participating in discussion, and learning from the experience. Although it was student-centered learning, it was controlled, on-task, and the objective of the lesson was met.
In another class where it was a relaxed atmosphere and the teacher was trying to have an open dialogue with the students about a topic in a student-centered discussion, control was not maintained. The students strayed from the topic, the teacher lost control, the objective was not met, there was no learning going on in an academic sense, and it became a dialogue that could have happened at a slumber party at a student’s house. Many students were not engaged, some were sleeping, some were doing homework for other courses, and some were having private conversations that were not based on school at all. This observer was able to see that there was no informal assessment that was successful in this class.
In a third situation, a teacher tried to encourage students to have an informal assessment by answering questions from the previous night’s reading assignment. It appeared that students did not complete the reading for their homework. The teacher then tried to encourage students to answer questions using logic from the previous day’s discussion, but the students were not engaged in the topic of history that was being discussed. They were not interested in the material. There was no focus on the part of the students. They were glassy eyed. When interest was tried to be encouraged by the teacher by highlighting what was going to be on the test and mentioning specific information that would be in essay format, students did not even write down the information. There was no informal assessment occurring. There was no interest in the material. The culture of the class was sheer boredom.
Learner Behavior and Attitudes
In the specific case of second language learners, it is necessary to evaluate students as language learners and in specific content areas. This need provides a unique set of challenges which needs to be addressed. It is more likely, in these cases, that constant, informal assessments are going to need to be counted for grading issues as well as indicators of the students not only comprehending the subject matter, but the use of the second language as well. Since these students are not yet proficient in their new language, in this case, English, it is important that their peers be patient, understanding, and creative in group situations in explaining material to them and allowing them to communicate and to ask questions for clarification. These informal assessments are the essential components to evaluate the second language learners’ comprehension at every step of the lesson and at all levels of learning.
The informal assessment process is the most important assessment tool for second language learners frequently for three to five years into their formal English language learning. It is not until that point that most students can sufficiently comprehend and communicate at an adequate level to be able to be given an objective assessment and perform in a way to reflect their true knowledge of the material which is being tested. Until that time, alternative testing measures need to be used, such as informal class observation, questioning, daily coursework, open-ended oral responses, and group work. When possible, objective testing in the first language during this time period is another viable option (McKay, 2005).
It is quite common for younger English language learners to use animated expressions and physical gestures to communicate until there is some comfort with their use of the English language, which often takes more than two years. During smaller group instructions, facial gestures such as furrowing one’s brow or using gestures and actions are frequently more common than using oral language skills for expressing thoughts (Rogers & Helman, 2009).
References
McKay, P. (2005). Research into the assessment of school-age language learners. Annual Review
of Applied Linguistics, 25, 243-263. Retrieved from
http://search.proquest.com/docview/197995330?accountid=35812
Rogers, C., & Helman, L. (2009). One size does not fit all: How assessment guides instruction in
word study with english learners. New England Reading Association Journal, 44(2), 17-
22,93. Retrieved from http://search.proquest.com/docview/206035626?accountid=35812
