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![[Adventures in Assessment logo]](../../../../images/aia.jpg)
Volume
11 Winter 1998
CONTENTS
Introduction:
Volume 11:
Aspects, Levels, and Perspectives
Alison Simmons, Editor
Evaluation
that Looks at Achievement Realistically
Marie F. Hassett, Ph.D.
Are
We Practicing What We Preach?
Caroline Gear
This is Only a Test…
Janet Isserlis
Reflections
at the End of an ESL Day
Joanna Scott
The
More Things Change, the More They Seem to Stay the Same
Maria Elena González
Is
Ongoing Assessment Fully Learner-Centered?
Linda A. Gosselin
Assessment
and Accountability:
A Modest Proposal
Heide Spruck Wrigley
Tips
on Conferencing
Judy Hofer
Authentic
and Learner-Centered Assessment in the Beginning ESOL Classroom
Glen Cotten
Reflections
on Meeting the Challenge of Assessment with Beginning Students
Cheryl Gant
Learning
from Experience:
Action Research
Diane Lizotte
Review:
New Ways of Classroom Assessment
Nancy Pendleton, Mary Haynes, Nancy Karam, Lezlie S. Rocka, Kathryn Carpenter,
Karyn V.K. Vitali, Joanna C. Piantes, Jayne Bissonnette, Phyllis Lee
Search Our Site!
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Assessment tools in the multi-level ESOL classroom
The More Things Change, the More They Seem to Stay the Same
SELF ASSESSMENT
TOOL
(Modeled after ReadWriteNow (AiA,
Volume 1)
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I understand English at: |
a little |
some |
a lot |
need more |
work
my children’s school
the health clinic
church
the supermarket
the clothing store
the shoe store
my school
parties
immigration office
unemployment office
buses/train
television
radio
community meetings |
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I speak English at: |
a little |
some |
a lot |
need more |
work
my children’s school
the health clinic
church
stores
my school
the police
utility company (gas,
electricity, phone, cable TV
immigration office
unemployment office
buses/train
community meetings
Other
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Look at the different ways you may be reading
and writing English
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I can read English: |
a little |
some |
a lot |
need more |
name and address
telephone numbers
instructions for medicine
magazines
newspapers
TV guide
notes from children’s school
job announcements
bills
instructions at work
job/credit application
bank slips
children’s books
Bible/religious books
ads for apartments
letters
signs in the stores
papers from immigration
notice about community events
local newspaper
comic books
other |
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I can write English: |
a little |
some |
a lot |
need more |
| name and address
job application
credit application
letters
notes to my kids’ teachers
poems
stories
other: (please list) |
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Do you like to read and write in your native
language?
If you do, what do you read and write?
- letters __
- newspapers __
- magazines __
- Bible/religious books __
- romances __
- novels __
- comic books __
- detective stories __
- photonovelas __
- other __
Do you speak to your children in your native language?
Look over your list for a few minutes and notice the different
ways that you already may understand, speak, read and write
English, even if it is just a little bit. Are there any surprises?
Now look over the right column where you need more help.
Choose one (1) area from each category. Example:
I want to understand English at the community meetings.
I want to speak English at my children’s school.
I want to read in English a job application.
I want to write in English notes to my kids’ teachers.
Now try it for yourself.
I want to understand English _____________________.
I want to speak English _____________________.
I want to read in English _____________________.
I want to write in English _____________________.
These are my personal goals for this class.
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Back to article
Go to Cycle Evaluation
Originally published in Adventures in Assessment,
Volume 11 (Winter 1998),
SABES/World Education, Boston, MA, Copyright 1998.
Funding support for the publication of this document
on the Web provided in part by the Ohio State Literacy Resource
Center as part of the LINCS
Assessment Special Collection.
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