Imagine that you are planning to assess your students using SOLOM ( Student Oral Language Observation Matrix), how would you structure observations, rate performance, compute a score and determine the language proficiency level of your students? Explain.
ResponderEliminarFirst of all we must develop a matrix to determine the rating scale we want to achieve in our students, watching them general and individual differences that each possess and determine the level of knowledge and skill they possess in the development of their subjects . We must be specific, objective and consistent in assessing our students in the way of absorption adecuanda linguistic knowledge. We must take into account the methods and techniques applicable to the activity to develop.
Atte. Josué Alejandro Zúniga
I would begin by creating a check list of my own based on the one in page 144 ( I would include 5 points for enthusiasm: I believe that a student´s willingness to try and/or work hard is important ) which would serve as my bases for scoring.
ResponderEliminarI would then program a week of classes based on group work making sure that there were lots of opportunities for oral exchange and a story in which students wrote a summary ( so as to be able to evaluate better spelling and grammar skills). I would try to make several observations from each target student.
M. Roberto Orellana
I would create a matrix for my students according to the level they're supposed to be. In my class we work with stations and centers at least 3 times a week so as a facilitator I would evaluate the students with the score sheet while they're working in these areas, I believe you can obtain a lot of info by evaluating this way. I think that in a classroom there's always opportunity to 'evaluate' oral language, no matter the subject you're teaching. :)
ResponderEliminarMaría Renee de Leon
I would observe students oral language use on the day to day class activities, at different classroom/school settings (group work, individual presentations, individual conversations with the student, recess time, etc.) My observations will focus on: how much effort the student does to communicate on the second language, is the student easily understood, does the student understands what is said to him/her, what is the student's participation level in the group, how much does the student participates in the group.
ResponderEliminarRate performance will be reported as the progress seen by continuous evaluation at similar settings.
To compute a score and determine the student's language proficiency level I would do it very similar to Figure 4.2 pg. 144 from our class reader, with the exception that I would add one more trait: Effort (of the student who is being evaluated). The ratings per trait would have a slight change but 25 will still be the maximum rating in order to keep the same four phases of English language proficiency based on the SOLOM assessment method.
Anna Cristina Torres
I would capture and analyze students oral language. Is a crucial component to support their language development. The goal is to help teachers listen, record and analyze student interactions in a variety of settings: whole group, small group, one on one, between peers, or with a teacher. This will provide the needed information about what language structures the student holds and help determine what our next steps will be to support student growth.
ResponderEliminarSandra López
For all english teacher is an excellent observation mtriz, that we must use in the classroom whÿ? because we will know in what phase he or she is, and we can help to support them.
ResponderEliminarOther reason is that using SOLOM we can discover in each student their abilities and and therir progress.
SOLOM evaluation let us obsérvate in the studen¨s portfolio. you form a developmental picture of oral language process over time that provide a solid basis for instructional decisions.
Ana Alvarez
I would analyze and observe students oral language used day to day in every class activities. the importance here is to help or support the students in any kind of undevelopment they could have. the teacher can listen and make work groups , small presentations, individual dialogues with the students we can see in which área they need more support. by listening and analyzing one by one.
ResponderEliminarI will evaluate them according the level they are. No mattering the class. will be rate according the SOOM assestment method , we can listen the student and provide them more support.
Elda Lones
I would create a matrix for my students based on their communicative skills, in group work, in presentations, one to one, whole group activities. Since my students are in first grade, gramar will not be evaluated as in other higher grades, but comprehension, vocabulary, and pronunciation will be considered as main aspects in the evaluation, This oral assessment will be a good way to evaluate both, student´s improvement in the second language adquisition, as well as teaching activities and techniques to support my students, in order to develop oral language according to their level.
ResponderEliminarCynthia Garay
What I would do is to create a Role Playing Day in which they will choose a specific character, could be an actor, singer, or even one person that they admire. During that they the teacher also will be playing one role. Would be a very natural development of the language because the will immerse themselves in the role they chose. To rate they performance I would choose specific question directed to each character, to know how much they know about their role. Obviously that means to spend a correct amount of time with each kid, to determine their language proficiency according many facts as their age, attitude, and personal level.
ResponderEliminarSulamita López
Using this kind of instruments to evaluate,and get a better a idea of the advances of the students for me is one good method to avoid a subjective evaluation , and achieve a more objective point of view at the moment of making judgements in the inmprovements of the students. I will make a grill and choose the differents rubrics I want to observe in my class. According to what I have selected i will check in a determined period of time specified in the instrument and see my results.Maybe some students will need a different system to be evaluated depending on the skills and knowledge of each person.
ResponderEliminarI can also create individual and collective matrixes for the oral activites , never forgeting that each students have their own needs.
at the end of the process I will see and make reflections on how can I help and improve those skills or keep them in a positive way.
it can also help as an autoevaluative system if I discuss each chart with the students so they can see their work achievement and set new goals for the next period.
Josue Noel Calix Vargas (Joshua)
As we have learn teacher judgement is one of the most important and accurate measures of English learners' oral language development. I would assign different group works to create a play about a subject that is interested for them depending on their level. During the week they would have the time to gather in groups to discuss and plan their play. I would use SOLOM shown in figure 4.2 adding one more element that is Creativity, when students use their creativity it makes them go the extra mile to achieve success motivating them to speak more the second language. I would go to every group asking each member about their progress and listening to the speech interaction among the members of the group, keeping progress of each student until the day of the play.
ResponderEliminarDayanna Reynaud
EliminarWell,in first place I will create a classroom enviroment where the children can feel confortable,free and motivated to share and participate in the group activity.Also I will call out a trustful observer who can let me know how each member interelate during the discussion period,at the same time I would go around to observe the students rate performance(every child MUST have the opportunity to participate).Finally,separately each will write their own conclusion or opinion about the topic in discussion.(This last step is done to have a score and determine their language prificiency),In this type of activities is important to bring out interesting topics.
ResponderEliminarThe previous comment is mine ,sorry for not writing my name :)
ResponderEliminarI would first do a checklist marking my expectations according to the student. I would try to evaluate thjem in every sense.. communicating with the teachers.. with his or her friendsin class.. oo even in recess.. when they communicate spontaneously. at my school they usually have the advantage of feeling practically forced to speak the second language because we have Native American students so you could see that they would speak english even in their recess.. in that case I would take advantage of this opportunity and also evaluate. I would take notes of the observations I´ve made. When I´m done I will end my evaluation using the SOLOM table.
ResponderEliminarMarifer Padilla
It is very important that the children feel comfortable inside the class and with their classmates. So one the first things I would is to create a nice, quiet environment so they can interact with the teacher as well as with their classmates. A place where they can share their ideas. I would use group work and go by and check how they work in groups. I would focus on how they communicate, their participation in the group, creativity and the use of vocabulary. To compute a score I would use SOLOM shown in figure 4.2 on pg. 144 from our class reader.
ResponderEliminarCecilia Vallecillo
By making activities in class,individually and by groups that will allow me observe and evaluate students oral language on several analytic dimensions, and get to know their language estructure, the way the communicate and involve in the language, to provide them support. Using SOLOM by building a set of observations in students over time, will help me obtain a development picture of oral language progress.
ResponderEliminarDanelle Ortega
The SOLOM focuses your attention on five oral language traits: comprehension, fluency, vocabulary, gramar and pronunciation. To use the SOLOM you observe a student during the classroom activity that promotes oral language use, such as group work. you may spend five minutes or so listening to the speech interactions among the members of the group, paying particular attention to the student or students you wish to evaluate. during the observation itself or shortly afterward you fill out one observation form per student acording to the descriptive traits outlined for you in the form. Solom provides a general index aford language profiency that is based on actual oral language use during day to day classroom activities such as group work, teacher student conferences and classroom presentations.
ResponderEliminarIngrid Reyes Caceres