review+and+assessment

[[image:ng-ell/standardized%20test,%20testing%20taking,%20studying%20for%20a%20test.jpg align="right"]]__ Review and Assessment __
**A. Review Lesson Objectives: **
 * At the end of each lesson return to the lesson’s content and language objectives and affirm that the objectives have been accomplished.
 * Highlight and review key information
 * Explicitly indicate what students should focus on and learn
 * Summarize important items throughout the lesson

1. **Review of Key Vocabulary: **
 * Key vocabulary can be developed through __analogy__:
 * Relating newly learned words to other words with the same structure or pattern
 * Drawing students’ attention to tense, parts of speech, and sentence structure
 * Repeating and reinforcing language patterns for words to become automatic

**Ways to scaffold: **
 * **Paraphrasing**—oral rehearsal of what student is going to say with group before saying it to the whole class or saying the definition of a word right after the word
 * **Systematic study**—remember, research says isolated word lists and dictionary definitions alone do not promote vocabulary and language development. Words should be studied through multiple modalities—see them, say them, write them many times in different ways, act them out, sing them, draw them, and find them in context
 * **Word Study Books**—This is a student-made personal notebook in which the student includes frequently used words and concepts. Book can be organized by language structure: -tion, -sion, -tation and/or alphabetical, and/or by topic of study (ex: Revolution words)
 * **Non-print Ways to Review**—use “acting out words”, Pictionary, Charades
 * “**School Talk” sessions**—Teach discussion circle protocol: taking turns, polite disagreement words, how to ask and answer questions. Do a practice session with a fun topic of students’ interest like movie stars, cars…Teach test-taking “talk”—how questions are worded on a test

**2. Review of Key Content Concepts: ** Review key concepts during and at the end of a lesson and link to content objectives:
 * Informal summarizing review—ex: “Up to this point….Discuss in your groups the 3 important things we have learned so far.”
 * Periodic review (chunking) leads into next section to be studied
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Link review to content objectives—ensures focus on essential concepts
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Final review—allows students to assess their own understandings and clarify misunderstandings
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Outcome Sentences—is another wrap up technique. Students respond to one of the following sentence starters: I wonder…, I discovered…, I still want to know…, I learned…, I still don’t understand
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Structured review—summarizing with partners, listing key points on board. Always link to content objectives.

**<span style="font-family: 'Arial','sans-serif';">3. Providing Feedback on Student Output: **
 * <span style="font-family: 'Arial','sans-serif';">Periodic review:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Clarifies and corrects misconceptions
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Develops students’ proficiency in English
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Allows for paraphrasing students’ responses in correct English and complete sentences
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Feedback can be given orally or in writing, supported by facial expressions and body language—nod, smile, encouraging look…
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Peer feedback benefits all students by allowing them to evaluate their own and their peers’ language production and content understanding

**<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">B. Assessment of Lesson Objectives: **
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Assessment is “//the gathering and synthesizing// of information concerning students’ learning”
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Evaluation is “//making judgments about students’ learning”. Assessment comes first, then evaluation//
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Gathering base-line data before instruction occurs helps teachers know students’ growth over time
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">Plan multiple assessments in order to truly assess students’ content and language learning
 * **<span style="font-family: 'Arial','sans-serif';">Informal Assessment: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">On-the-spot, ongoing opportunities to determine the extent of students’ learning.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Includes teacher observations, anecdotal reports, informal conversations with students, quick-writes.
 * **<span style="font-family: 'arial','sans-serif'; font-size: 120%;">Authentic Assessment: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Application to real life—real life contexts
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Multidimensional—ex: students’ writing, taped pieces, interviews, videotapes, observations, projects, discussion, performances, portfolios, journals, group responses…
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Includes multiple indicators to show competency of a content objective. Use of a rubric defines level of learning and is shared with students and parents
 * <span style="font-family: 'Arial','sans-serif'; font-size: 120%;">Group response activities quickly gauge students’ level of understanding:
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">**Agree/Disagree,** True/False, Yes/No –index cards that students or groups of students could use to quickly give their answers to questions. Teacher can quickly see responses.
 * **<span style="font-family: 'Arial','sans-serif';">Thumbs up/thumbs down **—<span style="font-family: 'Arial','sans-serif';">Like the index cards, students can quick respond to questions. For “I don’t know” students can make a fist. Teacher gets a feel for whole class understanding or agreement.
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">**Numbered wheels**-Tag board strips (5” x 1”). Each strip is numbered 0-5 or 0-10. This allows students to answer multiple-choice questions quickly by holding up appropriate number. O is a “Don’t know” response. These are great for review before a written test.
 * <span style="font-family: 'arial','sans-serif'; font-size: 120%;">**Response boards:**Small chalk or white boards, or even plastic plates can be used for group resonses. Use dry-erase markers, chalk, or crayons that can be erased for next question