Assessment Survey for Language Teachers

1. Section 1: Assessment Strategies

 
The purpose of this survey is to better understand how confident language teachers feel using various assessment strategies.

Please read the description of each assessment strategy below. Then, indicate how confident you feel employing each of the following strategies, using the following scale:

• No confidence
• Little confidence
• Some confidence
• High confidence


1. Why Assess?
No confidenceLittle confidenceSome confidenceHigh confidence
I understand the various users of classroom assessment information, including students, and can accommodate their various assessment for and of learning needs.
I understand the relationship between assessment and student motivation and consciously use assessment to motivate students to want to learn.
I balance assessment for and of learning in my classroom and have a plan for integrating them over time.
I use classroom assessment information to guide and revise teaching.
2. Assess What?
No confidenceLittle confidenceSome confidenceHigh confidence
I can outline in writing the subject matter content knowledge my students are to master.
I can differentiate content students are to learn outright from content they are to learn to retrieve later through the use of references.
I can define in writing the specific patterns of reasoning students are to master.
I can articulate in writing the performance skills I expect students to learn to demon-strate (where it is the actual doing that counts).
I can define the key attributes of products I expect students to learn to create.
I can think through and define academic dispositions (school-related attitudes) I hope my students will develop.
I can consider whether there’s anything about my learning targets or how they are written that will be unclear to any of my students.
I can meet with other teachers across grade levels to merge my expectations into a continuous-progress curriculum.