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One of my favorite ways to assess with my ESOL students is by observation. Sometimes they can't write the information or speak it, but I will allow them to draw or otherwise demonstrate it.

Hello! As a teacher in early childhood education, I like to ask these questions: “Did all of our students learn the material? Are all of our students meeting the standards? Are we successful with all of our students?” (Wisconsin DPI-Resources for the Field, 2016, 0:44). My students range from three to six years of age so my assessments vary from physically demonstrating, speaking, drawing or writing. For example, a preschool student may demonstrate an understanding of an object's weight by physically picking up the object that corresponds to the question of heavy or light. A kindergarten student may draw or write a simple response to the question and a prekindergarten student may explain in their own words when answering the question. “The process of turning tests into tasks has transformed both our and our students’ relationship with assessment. We are more effectively able to capture evidence of three-dimensional learning, and our students are excited to demonstrate their expertise in ‘doing science’” (Turning Test into Tasks,  n.d.). My students do not feel like they are doing an assessment due to the way I perform the assessment.  “’The overall purpose of assessment, regardless of age, is to help teachers make appropriate instructional decisions about how to best teach children (Early Childhood..., 2005)’” (Raise Learning, 2010).

References

Raise Learning. (2010, October 11). Early Childhood Learning Assessment. https://www.raiselearning.com.au/blogs/news/2093022-early-childhood-learning-assessment

Turning Test into Tasks. (n.d.) Retrieved from https://www.nsta.org/turning-tests-tasks

Wisconsin DPI-Resources for the Field. (2016 Aug 2). Summative assessment (Strategic assessment system, part 3) [Video]. YouTube. https://youtu.be/ySYFrQDRZHQ

Hi Hannah,

I use exit slips as well but your idea of an exit slip is way better than what I've done. I like the students asking a question about what they learned. I typically ask the students 2 questions and they respond on a slip of paper or sticky note before they leave my room. The exit slips are my favorite because they are quiet when they are doing them. I use four-corners and thumbs up/down as well.

I enjoy using Quizziz. I typically allow students to have 2 attempts with only validation of correct answers shown during the first attempt. Students enjoy the interactiveness -- game-like -- and I am able to see where students start as it relates to performance and what they are able to achieve after their first attempt. The data guides my focus on the next day's lesson. Quizziz also allows you to easily add accomodations for students. 

Hi Hannah! 

Being a pre service elementary school student and working with 2nd grade this year I have had to use a variety of assessments because students will often get uninterested/ not put forth much effort in things that they are used to and tired of. I have utilized self assessments at the end of a couple day unit to see how students view themselves as learners over the given concept. Havimng students think about their own learning and growth can be encouraging to set goals as well. 

I love the idea of exit slips/tickets, they’re such a quick and effective way to gauge understanding and uncover misconceptions. Another favorite of mine is using think-pair-share during lessons. It gets students discussing their ideas and allows me to listen in and assess their understanding in real time. I’ve also used concept maps where students visually organize what they’ve learned, it’s a great way to see connections they’re making (or missing). Have you tried using digital tools like Google Forms for quick checks? They’re fun and engaging for students. Wishing you the best as you explore more strategies!

Hi Cindy,

Do your exit slips entitle what they learned from the day or questions, thoughts, and concerns?

Yes, we call them exit tickets in my building, but same concept.

I have a lot of ELL students. Our district allows any and all modifications, except for modifications to state tests (since that's all mandated by the state). 

I am NOT an expert, but I have worked hard to try to modify things to help my students. One thing is to be very careful of the phrasing you use for a question. I try to avoid using colloquial words and phrases, slang, or sentences that are too long or have unnecessarily difficult phrasing. I avoid a lot of those questions that are 'designed to trick the student' (those seem so common on state assessments though). I teach vocabulary using very short, simplified definitions. I also try to provide lots of translations so they're seeing the words in their own language and in English. For assessments, I send my ELL students to take the test with the ESOL teacher or a bilingual aide, who helps them understand even better. I know that option isn't available to everyone; I've been very thankful for that opportunity.

I know reaching my ELL students is likely my biggest weakness. My goal is to engage in a lot more professional development to improve in this area.

I do too! We have to be open to different ways of assessing students. They show progress in different ways, especially in science.