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Evaluate learning.
Develop, choose and use different methods for evaluating knowledge acquisition and competency development.
Third Field Experience: Georges P. Vanier Elementary School
Aug to Dec 2022
Throughout my field experience, I learned a lot about evaluating students in a second language learning setting. The most important thing I have retained from this experience is that evaluation situations in ESL must be meaningful to students and meet them where they are at in their development. For this reason, I created evaluation situations to meet the needs of our students and place them in more meaningful situations than the workbook had offered us.
An example of this is in my creation of a reading comprehension evaluation for grade four students. As the groups of grade four students were working slower through the introductory unit of the workbook, which did not provide an end of unit evaluation, my Cooperating Teacher and I wanted to make sure that our students had grasped these basic language concepts before moving on to further units. Therefore, I created an evaluation based on these learning situations. I used the template of future evaluations, to prepare students for the next evaluations. This adaptation was beneficial to both the students and teachers, my Cooperating Teacher and myself. The students were better prepared for their future evaluations and we had a solid understanding of our students’ level.
In addition, I attempted to offer a variety of oral evaluations to accommodate all students. Usually in ESL, students are asked to sit in a group of two, three or four students and discuss a topic for a certain amount of time. I did offer these types of C1 evaluations, but I also varied my methods by asking students to stand up and walk around to find conversation partners, as to vary their conversations. I also at times asked them to come to the front of the class in pairs and ask each other questions. Using this variety of evaluation methods allowed me to see students in different lights and assess them in the situation they were most comfortable in.
Evaluating C2.pdfAs expressed above, I created evaluations to adapt to students specific needs. The example on the left is the reading comprehension evaluation I created for grade four students. It asks students to read a text and answer basic questions. At the bottom, it asks students to conjugate the verb to have.
Another opportunity I had to create meaningful evaluation situations was right before the report card due date. My Cooperating Teacher and I noticed that a lot of students were absent during certain oral interaction evaluations, which did not give us a complete picture of their abilities orally. Therefore, I created an oral interaction that reviewed model interactions that students had learned previously, and put those in a fun context where they had to ask peers about their likes and dislikes.
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