ENG ED 24

TEACHING AND ASSESSMENT OF LITERATURE STUDIES

Jomhel M. Abanel
BSED English 4a
Discussant

Assessment Strategies in Teaching Literature

Key concepts

Assessment

It is an act of gathering information in order to understand the individual

learning and needs of the students. When it comes to language in the context
of language learning and teaching, it refers to an act of collecting information
and making judgment about the learner's knowledge of the language and
ability to use it.

Testing

Testing refers to the procedures that are based on tests administered to the
learners. It is a salient part of assessment. It is used to examine someone's
knowledge of something to mean what he or she knows or has learned from the
lesson. Testing measures the level of skill or knowledge that has been reached
from the students.

Measurement

Measurement broadly includes testing and other types of measurement.

Measurement happens all the time. We measure something always and every
day. So, measurement broadly includes testing and other type of measurement
as well as other type of information that result in quantitative data such as
attendance, records, questionnaires, teaching, and, rating of the students and
etc.

Evaluation

The evaluation refers to the culminating act of interpreting the gathered

information for the purpose of making judgment about students learning and
needs.
In simple words, evaluation is the process of making judgment, based on the
criteria and evidence that are gathered from the learner or students.

Assessment strategies

K-W-L CHART

A KWL table, or KWL CHART, is a graphical organizer designed to help in

learning. The letters KWL are acronym for what students, in the course of a
lesson, already KNOW, WANT to know, and ultimately LEARNED.

A KWL chart can be used for all subjects in a whole group or small group
atmosphere. The chart is a comprehension strategy used to activate
background knowledge prior to reading and is completely student-centered.

The K-W-L strategy serves several purposes:

Elicits students’ prior knowledge of the topic of the text.

Sets a purpose for reading.

Helps students to monitor their comprehension.

How to use the KWL Strategy

1. Choose a text. This strategy works best with expository texts.

2. Create a KWL chart. The teacher should create a chart on the blackboard or
on an overhead transparency. In addition, the students should have their own
chart on which to record information.

3. Asks students to brainstorm words, terms, or phrases they associate with a

topic. The teacher and students record these associations in the K column of
their charts. This is done until students run out of ideas.

4. Asks students what they want to learn about the topic. The teacher and
students record these questions in the W column of their charts. This is done
until students run out of ideas for questions. If the students respond with
statements, turn them into questions before recording them in the W column.

5. Have students read the text and fill out the L column of their charts.
Students should look for the answers to the questions in their W column.
Students can fill out their L columns either during or after reading.
6. Discuss the information that students recorded in the L column.

Strategy NO. 2 Think-Pair-Share

Think- Students think independently about the question that has been posed,
forming ideas of their own.

How to use THINK in the classroom

● Teachers begin by asking a specific higher –level question about the text
or any types of literature the students discussing. The students think
about they know or have learned about the topic for a given amount of
time (usually 1-3 minutes.)

Pair- Students are grouped in pairs to discuss their thoughts. This step allows
students to articulate their ideas and to consider those of others.

Partnering is a good strategy to use for all kids.

Many of the students are not comfortable sharing in front of the entire class.
Think of your introverts, ELL students, or kids who have had little success
being in the “spotlight.” If they only have to chat with one person and can do it
more discreetly, the pressure is significantly decreased.

How to apply PAIR in the classroom

● Each student should be paired with another student. Teachers may

choose whether to assign pairs or let the students pick their own
partner.
● Be sensitive to learners’ needs (reading skills, attention skills, language
skills,) when they creating pairs.
● Students share their thinking with their partner, discuss ideas, and ask
questions of their partner about their thoughts on the topic.

Share- Student pairs share their ideas with a larger group, such as the whole
class or a group smaller than an entire class.

In conclusion

Think pair and share gets everyone involved.

TPS extracts the best ideas.

Even introverts contribute and can do so at a high level.

TPS can also builds directly into collaborative learning process. TPS can build
critical thinking skills since ideas are aired and discussed.

Strategy no. 3 THINK PAIR SQUARE

How to use THINK PAIR SQUARE in the classroom

THINK- You have a period of time to reflect and to write down your thoughts
on the topic or question at hand.

PAIR – You now work with a partner and discuss your thoughts and listen to
theirs. Come to a consensus which reflect the pair’s thoughts.

SQUARE- You now work in a group of four and discuss each other’s thoughts
again, you must come to a consensus which reflects the squares thoughts.

SHARE – Designated number, from each square, will report back for their
square. This report will be reflective of the square consensus. A consensus will
be developed which will be reflective of all squares.

Strategy no. 4 Using Graphic Organizers

A graphic organizer also known as knowledge map, concept map, story map,
cognitive organizer, advance organizer, or concept diagram, is a communication
tool that uses visual symbols to express knowledge, concepts, thoughts, or
ideas, and the relationships between them.

Uses of Graphic Organizers

● Help students sequence information

● Help students organize their thoughts in a logical way

● Help students organize information visually

● Help students develop analysis skills to be able to formulate plans,

processes
 ● Help students evaluate criteria for decision making

● Help students analyze and prioritize information

● Help students determine cause –effect relationship

● Help students cluster and brainstorm ideas and information

DIAGNOSTIC ASSESSMENT AND EVALUATION

It provides information essential to teachers in selecting relevant learning

objectives and in designing appropriate learning experiences for all students,
individual and as a group.

FORMATIVE ASSESSMENT

It focuses on the process of products of learning. Formative assessment is

continuous and is meant to inform the students, the parents, the guardians,
and the teachers of the students’ progress towards the curriculum objectives.

PEER ASSESSMENT

For peer assessment to be successful, student must be provided with

assistance and opportunity to observe a model peer assessment session.
Through peer assessment students have the opportunity to become critical and
creative thinkers, who can clearly communicate ideas and thoughts to others.
Instruments such as checklist or learning logs and interviews or conferences
provide useful data.

SUMMATIVE ASSESSMENT

This occurs most often at the end of the unit of instruction and a term of year
ends when students are ready to demonstrate achievement of curriculum
objectives. Summative assessment are commonly used in tests such as
midterms or final terms, and the main purposes of it is to determine knowledge
skills abilities and attitudes that have developed over a given period of time
from the students.

TYPES OF ASSESSMENT TOOLS

Assessment data can be collected and recorded by both the teachers and the
students in a variety of ways. Through observation of students and in interview
or conferences with students, teachers can discover much about their
students’ knowledge, abilities, interests, and needs. Whatever method of data
collected collection is used, teachers should meet the students regularly to
discuss their progress and adjust rating criteria as learners change the
progress.

Observation

Occurs during students’ daily reading, writing, listening, and speaking

experiences. There are three types of observation. These are Anecdotal,
Checklist, and Rating Scale.

Rubrics

Rubrics include criteria that describe each level of the rating scale and are
used to determine students’ progress in comparison to these expectations.

Two basic types of Rubrics

Analytic Rubric

● Identify and assess various components.

● Column that lists criteria.

● Columns that describe quality.

● Points out strengths and weaknesses

Holistic Rubric

● Assess work as a whole

● Reveals little about what needs to be improved

● Little instruction guidance