The Role of Teachers and Technology in Assessing the CCSS Speaking and Listening Standards NCSA, June 2014, New Orleans, LA Marty McCall, Smarter Balanced Assessment Consortium Note on range and content of student speaking and listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations as part of a whole class, in small groups, and with a partner.
--CCSS Anchor Standards for Speaking and Listening Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of contexts and communicative tasks, demonstrating command
of formal English when indicated or appropriate. Formal Informal Conversation Many to many Structured Collaboration Discussion Many to one
Comprehend Speech/ presentation Listening One to many Give speech/ presentation Speaking Interactive Interview
One to one Inside class, traditionally Many to many Many to one One to many Interview Structured Collaboration
Conversation Discussion Comprehend Speech/ presentation Give speech/ presentation Speaking Listening Interactive One to one
Informal Formal Outside class Informal Formal One to one Interview Many to many Collaboration
Comprehend Speech/ presentation Discussion Listening Interactive Many to one Conversation Drawing from language acquisition
Interactive speaking and listening precede reading and writing Mastery of first language speaking and listening skills occurs well before formal school begins The English used in school may differ from the home language of students Phonemic inventory Grammar Vocabulary Idioms Degree of social privilege Observing individual oral interaction How engaged is the student in class oral life? Does the student understand the teacher? Does the student interact with peers oneon-one? In discussions?
Does the student ask for clarification or help? Are a variety of grammatical structures used? Rich vocabulary? Observational instruments (e.g., ESL Scales) Inside class, 21st Century Informal Formal Many to many Many to one One to many
Interactive One to one Formative assessment as instructional dialogueBecause of the social nature of classroom activities, a great deal of the information collected through informal formative assessment is through classroom conversations. Maria Araceli Ruiz-Primo Teacher Elicits information Student Responds Teacher Recognizes Teacher Uses the information collected to move
observed Evidence of comprehension Evidence of expressive skill Immediate action based on feedback Usually unrecorded Group Work What is the role of formal and informal interaction in learning? Can interactive elements be assessed? Group score?
Individual score? Observational/descriptive frameworks Creating awareness of productive vs unproductive dialogue Instruction in formal roles in structured collaboration The Assessment and Teaching of 21stCentury Skills (ATC21S) Investigates assessing 21st-century skills and encourages teaching and adopting those skills in the classroom. Collaborative Problem Solving
Empirical Progressions (MOOC) on the Assessment and Teaching of 21st Century Skills is being hosted on Coursera starting June 30 2014. PISA COLLABORATIVE PROBLEM SOLVING Formal assessment of collaboration skills Computerized simulation Student interacts with one or more
computerized agents of varying competence The student works with different agent teams on a variety of problems For each problem, the team works through states that give the examinee options communication. Choices determine subsequent actions. COLLABORATIVE PROBLEM SOLVING Scoring framework (1) Establishing and maintaining shared understanding (2) Taking appropriate action to solve the
problem (3) Establishing and maintaining team organisation Each category is rated low, medium or high. Generally proceeding from random to intentional and self-oriented to team and solution oriented. Thank you for your attention [email protected]
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