M5U2A2 – Thinking like an Assessor


This unit covers using objectives and assessments to gauge how well students are learning. In the previous activity, I designed five objectives to fit my upcoming unit on seasons and hobbies. This post will center around using one formative and one summative assessment to determine if the students are meeting the objective and how well they’re progressing in the unit. For the purposes of this assignment, I’ll be using my 2nd grade EFL class.

I’ll start with one of my formative assessments for the unit. I want to try “Onion Ring” with my 2nd graders. This formative assessment is designed to meet my first objective for the unit: SWBAT use present progressive to describe what they or someone else is wearing. I’ll arrange the students in one inner circle and one outer circle. The students in the inner circle will have printed-out pictures of people in different attire. The students in the outer circle will say what the person in the photo is saying. After they answer, the students in the inner circle will move one spot to the right. After five or so rotations, I’ll have the inner and outer circles switch places. I’ll also randomly select students to give more details about the clothing, such as whether they would like to wear it or what seasons we should wear it in. This is meant as a review activity and will allow me to informally assess who is struggling and who isn’t. For example, students will have met the objective if they’re able to correctly identify clothing using present progressive tense.

My summative assessment for the first two units is a midterm exam. Our midterm focuses on listening and short writing answers. It is high-stakes because the combined score of the midterm, final exam, and unit quizzes determines the students’ level for the next semester. The different grade level teachers collaborate to make the test, sometimes recycling previous year’s questions and sometimes creating new ones. I drew from 2nd grade’s books, activities, and projects to create listening questions that test the students’ mastering of the objectives and target language. For example, my 4th objective for the unit is: SWBAT demonstrate understanding by stating a problem in their own words. Two of the questions on the test involve listening to a dialogue and filling in the blanks (using a word box) to complete sentences about what the problem is. In addition, students must use critical thinking to determine what the logical next statement would be in a dialogue, what the title should be for a short monologue, etc. The midterm exam focuses on the first two units and is, therefore, well-suited to assess how well the students are learning.


Hilliard, PhD, P. (2015, December 7). Performance-Based Assessment: Reviewing the Basics. Retrieved April 12, 2017, from https://www.edutopia.org/blog/performance-based-assessment-reviewing-basics-patricia-hilliard

Lambert, K. (2012, April). 60 Formative Assessment Strategies. Retrieved April 12, 2017, from https://drive.google.com/file/d/0BzYfzjQoASL_bXVxYUg4SE1lSk0/view

Stanford SRN. (2008). What is Performance-Based Assessment? Retrieved April 12, 2017, from https://drive.google.com/file/d/0BzYfzjQoASL_dnhuemt5LThzcVE/view


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