Review+and+Assessment

=Review and Assessment=


 * Why are review and assessment important for you as a future teacher to know about? Because assessment and instruction are linked!**
 * Teachers should use assessment to plan their lessons for student needs and strengths, and to evaluate the effectiveness of their lesson delivery
 * Need ongoing assessment of both content and language objectives
 * Review and assessment occur throughout each lesson and when the lesson concludes

These are especially important for ELLs! It can be difficult to determine which content objectives have been met if there are language proficiency issues. The following are helpful adaptations for English Language Learners:
 * Good Assessment is:**
 * Informal - on the spot, not always graded
 * Authentic - meaningful, applicable to real-life tasks
 * Multidimensional - use different methods
 * Includes Multiple Indicators - specific evidence should support the meeting of objectives
 * Adaptations**


 * 1) Range
 * 2) Time
 * 3) Level of Support
 * 4) Difficulty
 * 5) Product
 * 6) Participation

Teach, Assess, Review, and Reteach Check out Figure 9.1 on page 169 in our textbook on the SIOP Model for more details. **
 * Effective Teaching Cycle for English Learners

SIOP Features Covered in Chapter 9 Ways to Review** Isolated Word lists are INEFFECTIVE alone. Without practical application, these isolated words are harder to remember when and how to use.
 * 27 - COMPREHENSIVE REVIEW OF VOCABULARY
 * Analogies
 * Point of tense, parts of speech, and sentence structure
 * Paraphrase
 * Use Multiple Modalities
 * Word Study Books
 * Practice Words in Nonprint Ways
 * Introduce and Model Academic Tasks


 * 28 - COMPREHENSIVE REVIEW OF KEY CONTENT CONCEPTS**
 * Reviewed during and at the end of the lesson
 * Teachers provide scaffolding when they stop and briefly summarize the key content along with student input
 * Informal, but carefully planned
 * Any predictions made should be referred to and assessed with the students
 * Student responses should guide the teacher's decision about whether to move on or reteach
 * Review techniques: Sentence Starters, Summarize with Partners, Write in a Journal, or List Key Points

visit [|www.misd.net/bilingual/ELL.pdf]. ** (This website has information summarized from our text, so it could be a very helpful study guide!)
 * 29 - REGULAR FEEDBACK PROVIDED TO STUDENTS ON THEIR OUTPUT**
 * Clarifies and corrects misconceptions and misunderstandings
 * Help develop students' proficiency in English when supportive and validating
 * Feedback is generally given orally or written, but it can also be nonverbal through facial expressions or body language
 * Students can provide feedback for each other by working with partners or small groups
 * 30 - ASSESSMENT OF STUDENT COMPREHENSION AND LEARNING OF ALL LESSON OBJECTIVES THROUGHOUT THE LESSON**
 * By assessing students before and during a lesson, a teacher can track progress towards mastering an objective or standard
 * Evaluation is summative, but can be informal through a variety of forms
 * Assessments can be individual or group administered. Group assessments are effective for teachers to quickly checking if students are on the right path.
 * Group response for ELLs. Some ideas for this are Thumbs Up/Thumbs Down, Number Wheels, Response Boards, or Number 1 to 3 for Self-Assessment
 * For more information about Review and Assessment, or any of the SIOP Components,

To look at the components again, start with Lesson Preparation.

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