VDMIS Newsletter - August 2017 (Plain Text Version)
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ARTICLES FLIPPED AUTHENTIC ASSESSMENT
Defining Flipped Assessments Much has been written about the flipped classroom and strategies to implement a flipped approach to classroom teaching (Bergmann & Sams, 2012; Bishop & Verleger, 2013; Doman & Webb, 2017 & 2015), so much that the idea of a flipped classroom has spread across the world, being utilized in many fields of study for all ages of students. In the flipped approach, work normally completed in class—such as the attainment of knowledge through lectures or explicit teacher-fronted instruction—is moved from the classroom to the home, and homework (problem-solving, writing, etc.) is done in class (Bergmann & Sam, 2012; Webb & Doman, 2016). Yet, no one has to date extended concepts about the flipped approach to assessment practices for second language learning. As an evaluation tool, the flipped approach serves to make assessments more authentic—bridging the gap between contrived, traditional evaluations to real-life authentic evaluations. However, because flipping an assessment requires a dramatic shift in paradigms for teachers and learners, questions arise about how to best implement flipped assessments. In this article, based on a session presented at the 2017 TESOL convention in Seattle, Washington, USA, we exhibit examples of how flipped assessments can be utilized. As part of an ongoing investigation into the flipped classroom, we have provided in related publications qualitative and quantitative data to support the flipped approach, most notably its correlation to student achievement in the ESL/EFL classroom. In workshops at previous TESOL conventions, we showed participants the benefits and drawbacks of flipping, the difficulties encountered when embarking on the flipped journey, tools used to flip mini-lessons, and resources to supplement the flipped approach. Additionally, we shared software that assists in establishing a smooth flipped classroom with participants in hands-on activities. What was special about the 2017 workshop, though, was that participants delved into the idea of flipping their assessments as they worked in small groups to develop a listening assessment after viewing examples of how the flipped approach worked with other language skill-based assessments. Examples of Flipped Assessments When applying the same fundamental concepts to assessments, tests meant to be completed in the classroom can be worked on at home as well, although not in the same vein as a take-home paper-based test; such assessments might look more like a task or project leading to a final grade. The flipped approach sees learning as a process, not a product; therefore, a flipped assessment should focus on the process of learning, not solely on the final product. Flipped assessment happens in the flow of learning rather than at the end of learning. It allows the learner and teacher to measure individual strengths and weaknesses and focus on distinct learning needs. It is frequent and interactive, and it checks the user’s progress and understanding throughout the learning process to identify learning gaps and allow for appropriate teaching adjustments. Consider some examples of flipped assessments to get a better idea of how this might be achieved. First, for a traditional writing assessment, many teachers might assign an essay to be completed and allow students to turn in one or two drafts before submitting the final product. However, a flipped essay assessment for tertiary-level English language learners might look something like the following. Writing Assessment Description Students are to write an analytical essay describing literary techniques used in a book.
Grading for this assignment might appear as:
Flipped components for such an assessment, however, might include the following.
Listening Assessment Description For a typical listening test, a normal teacher might play an audio file and have students listen one or two times while answering comprehension questions about the listening passage. A teacher who follows best assessment practices might play the audio file and have students engage in a discussion or do some research before answering questions about the listening passage. A teacher utilizing a flipped authentic assessment approach, though, might create a more interactive flipped listening assessment, one that could involve the following steps.
The grade breakdown for this assessment might be:
Flipped components for the assessment include the following.
Flipped assessments are beneficial, as in the essay and listening tests described above, because there are more opportunities to engage with the test material, and you can involve analyzing, synthesizing, and evaluating information—all crucial higher order thinking skills. In the 21st century, these skills are invaluable to student success both inside and outside the classroom. How to Create Flipped Assessments Before writing a flipped assessment, consider these questions:
After identifying an assessment end product, think of creative ways to meet these goals. Allow students opportunities to work on the assessment in chunks, completing parts of the assessment in ways that encourage them to use their individual multiple intelligences, work steadily to reach the goals, and reflect in all steps along the way. By giving students active roles in the assessment process, you will reinforce student buy-in, and they will submit superior end products. Conclusions It is important as teachers to create assessments that involve the real-world skills of analyzing, synthesizing, and evaluating information that students can use outside of the classroom. Assessments should measure learners’ skills that have been acquired in the classroom and are realistic as to what students can and should be able to do. One-size-fits-all evaluations should be avoided in favor of assessments that measure skills. By changing how we think of assessments, teachers can better measure how students will perform real-life tasks. References Bergmann, J.,, and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, Or.: International Society for Technology in Education. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. Paper presented at the meeting of the American Society for Engineering Education, Atlanta, GA. Doman, E., & Webb, M. (2015). Benefits of flipping an EFL classroom in Macao. In E. Doman (Ed.), Reframing English Education in Asia (pp. 157–176). Salt Lake City, Utah: American Academic Press. Doman, E., & Webb, M. (2017). The flipped experience for Chinese university students studying English as a foreign language. TESOL Journal, 8, 102–141. doi: 10.1002/tesj.264 Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains of learning outcomes in ESL/EFL contexts? CATESOL Journal, 28(1), 1–29. Dr. Evelyn Doman is an associate professor of TESOL in the School of Education at the University of Guam. Her research interests include teacher training, learner autonomy, and technology-enhanced language learning. Marie Webb is a doctoral candidate in English composition and applied linguistics at Indiana University of Pennsylvania and a TESOL instructor at Anaheim University. Her research interests include teacher education, directed self-placement, technology-enhanced language learning, and narrative and arts-based inquiry. |
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