AE Live 10.6 - Effective Assessment Practices for Synchronous and Asynchronous Learning Online - Free Educational videos for Students in K-12

AE Live 10.6 - Effective Assessment Practices for Synchronous and Asynchronous Learning Online - By

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00:0-1	Hello everyone and welcome to the 6th and final session
00:03	in American English live series 10 . We're so excited
00:07	that each of you are here with us today .
00:08	My name is kate and I'll be with you along
00:11	with my colleague behind the scenes Amanda , who will
00:13	be serving as moderator to help answer your questions and
00:17	respond to your comments during today's session . Let's begin
00:20	today with these wonderful comments from participants of the last
00:23	session . So we have l vera in the Philippines
00:29	who said I gained a lot of insight in relation
00:32	to delivering training to my students and trainees . Thank
00:35	you for this opportunity . Thanks for that great comment
00:39	and hawaii to in Egypt says the session was helpful
00:42	and informative . I'm going to use these strategies in
00:45	my online classes . Thanks a lot . Thanks for
00:47	that great comment . And finally Sebastian and Romania says
00:52	I can now better differentiate the level of my students
00:55	and adapt my teaching after watching this webinar , that's
00:58	wonderful to hear . Thanks so much . So we
01:01	love to see our teacher participants actively engaged in professional
01:04	development . Please continue to share your photos , thoughts
01:07	and insights about our webinars by adding them to the
01:10	comments or check box or by emailing them to american
01:13	english webinars At FHI 360.org . We may feature one
01:18	of your comments or photos during our next series ,
01:21	which begins May five . So today is our final
01:25	session in American English live teacher development series 10 throughout
01:29	the series , we explored sessions related to the theme
01:32	of making the transition to online or hybrid classrooms .
01:36	We hope you've been able to use the practical ideas
01:39	we share . Have you had a favorite session during
01:42	today's during the series ? Let us know in the
01:44	chat box And here's what to expect today . Each
01:48	session is about 60 minutes long and during this series
01:52	we've been focusing on strategies for online or hybrid teaching
01:56	. The presenter will present the material and I as
01:59	your host , will ask questions and make comments to
02:02	but we really hope to hear from you our audience
02:04	so that we can address your ideas and experiences .
02:08	Please do share your thoughts using the comments feature or
02:11	chat box . Our presenters may suggest options for materials
02:16	or tools . During today's session , we want you
02:18	to know that the US Department of State's Office of
02:21	English language programs does not necessarily promote or recommend these
02:25	resources . So we do hope that you get some
02:27	great ideas during today's session . When our webinar comes
02:33	to a close in about an hour , you will
02:35	have an opportunity to receive a digital badge for your
02:38	participation . At the end of the session will share
02:41	a link in the comments and at the top of
02:43	this post , click on that link and complete a
02:46	short quiz about today's session , you must answer two
02:50	out of three multiple choice questions correctly and once you've
02:53	done so you should expect to receive your badge .
02:57	You may be an email within about a week .
03:01	All right , so american english live teacher Development Series
03:05	11 begins on May 5th will focus on the themes
03:09	of classroom management for in person online or hybrid courses
03:13	and innovative approaches to teaching grammar . During these six
03:17	webinars for english language , educators around the world ,
03:21	Registration is not required . But if you'd like to
03:23	receive series 11 updates and reminders in your email inbox
03:28	, please complete this form shared in the comments or
03:31	chat box . And now for today's session , effective
03:36	assessment practices for synchronous and asynchronous learning in an online
03:40	environment . In this webinar we will review guidelines and
03:45	effective practices for creating online assessments . We'll discuss challenges
03:50	and solutions to adapting existing face to face assessments for
03:54	the online classroom as well as ways to create new
03:57	online assessments will discuss ways to adapt these classroom practices
04:02	for online learning settings and we'll explore useful tools and
04:06	resources to help with the transition from face to face
04:09	to online assessments in order to engage and motivate students
04:13	to learn english . And now we're pleased to introduce
04:16	our presenter Kendra staley . Kendra has 15 years of
04:21	experience teaching development , developing materials and curricula and conducting
04:27	teacher trainings in the english as a second language or
04:30	english as a foreign language field . She currently works
04:33	as a coach in the english speaking nation coaches program
04:37	with american councils in Samarkand Uzbekistan . Previously Kendra taught
04:42	in the US Guatemala china , Indonesia Colombia and turkmenistan
04:48	, she has served as the U . S .
04:50	Department of State English language fellow and specialist Kendra earned
04:55	a master's in T salt from the University of Washington
04:58	Seattle and a bachelor's in english literature from Kansas State
05:02	University for teaching and research interests include teacher training ,
05:06	curriculum development , intercultural communications and using social media in
05:11	language acquisition . Welcome Kendra . It's so great to
05:14	have you here with us today . Thank you kate
05:19	for the introduction . Welcome everyone . I am Kendra
05:22	and I'm speaking with you today from the beautiful and
05:25	historic city of Samarkand , Uzbekistan . I'm excited to
05:29	have all of you join me today for this professional
05:31	development workshop about assessment practices for synchronous and asynchronous learning
05:36	and an online environment . Well actually I don't really
05:40	think assessment is particularly exciting topic but it is an
05:44	essential component of teaching . In fact grading is my
05:47	least favorite part of teaching and maybe all of you
05:50	feel the same way that I do . However ,
05:53	today I'll hopefully give you some ideas on how to
05:56	assess your students in an online teaching environment because we
05:59	know assessment is important and necessary . So let's look
06:04	over what will cover . Today . First we'll talk
06:07	about our introduction to assessment in the online classroom .
06:10	Then we'll look at guidelines for adapting assessment practices .
06:14	Next practical applications for formative assessment and then practical applications
06:19	for some motive assessment . And finally , we'll summarize
06:22	the important points . All right , so first we'll
06:29	discuss assessment in general and assessment more specifically for the
06:33	online classroom . I'd like to hear from you .
06:38	What is the purpose of assessment ? Yeah . What
06:42	do you think ? Everybody let us know in the
06:43	comments or the chat . Um what is the purpose
06:47	of assessment ? How would you define the purpose of
06:51	assessment ? Great . Let's see you . Chase has
07:05	recognizing the level . That's great helping students to learn
07:10	. Mia says to check the learning effect . That's
07:13	great to see how much learning has occurred . Check
07:17	out students are doing and make necessary adjustments and to
07:23	examine learning and promote learning from si Chen . So
07:27	those are really great responses . Everybody thank you for
07:29	sharing . Yeah , exactly . It's to see what
07:32	our students have learned , right ? What we need
07:35	to continue teaching them or maybe teaching them in a
07:38	different way . Right . Good . I and then
07:41	I have another question for you now who can tell
07:44	us what are the main type types of assessment that
07:47	you've heard of ? How would you , what are
07:51	maybe some categories of assessments or types of assessments that
07:54	you've heard of ? What would you say ? So
08:00	we're seeing lots of other great purposes as well for
08:03	assessment , those are all great . And let's see
08:07	what other what types so good formative and some motive
08:11	as Ron also says formative and some motive . Mia
08:15	says the type is a dictation . Deanna also says
08:21	informative and Summit of hazel says formal and informal .
08:26	Let's see lots of people saying formative and Summit of
08:29	like mason Londres , katarina , katarina says Summit informative
08:34	, annual final . Those are great , awesome .
08:38	Thanks for sharing everyone . Yeah , good . So
08:42	you've touched upon the main categories of assessment that we'll
08:45	talk about today . Um So just to go over
08:48	some definitions of some main types of assessment , we
08:51	have diagnostic and that's to see what our students know
08:54	and don't know . Um a placement test is an
08:57	example , right ? It's often done at the beginning
09:00	of a semester or term or maybe when someone is
09:03	entering institute , our program , another type is formative
09:07	, right ? This is informally done . Um and
09:10	we do it often right as teachers during before after
09:14	lessons to see what students have learned , what we
09:16	need to re teach them and how right how to
09:19	modify . Um We can give them feedback as a
09:22	teacher or their peers or self feedback and some examples
09:26	are homework and class discussions . Some motive is the
09:29	last type that will discuss today . That's usually the
09:32	end of the unit or the term the semester and
09:35	often results in a grade represents what students have learned
09:39	. Some examples are final exam and presentations . Um
09:42	So today we'll focus primarily informative and some of the
09:45	assessment in the online environment and then two formats that
09:51	we'll talk about today are synchronous , which is at
09:54	the same time . Right . And that could be
09:56	students meet at a specific time . Maybe it's every
09:59	day , maybe it's once a week or twice a
10:00	week asynchronous , it's at different times and students complete
10:05	work on their own time or schedule . Oftentimes there's
10:09	deadlines set to ensure that all materials or assessments are
10:12	done by a certain time . Um And oftentimes many
10:15	online learning or assessments combined both of these styles ,
10:21	I have some questions for you . What is an
10:23	example of a synchronous assessment that you have used with
10:26	your own students ? Yeah . What do you think
10:29	Everybody ? What's an example of a secret Nous assessment
10:33	that you have done ? Let us know in the
10:36	comments or the chat box . All right , a
10:40	quick quiz . So maybe you have all of your
10:42	students do a quiz from Juhi as Ron uses cahoots
10:47	. Great oral interviews from the white . Wonderful .
10:54	True false questions . Pat also says quizzes Miguel oral
11:00	interview . Janna says feedback to activities like immediate feedback
11:08	um and dictation from Angelina . So those are all
11:10	great examples . Thanks for sharing . Yeah . Excellent
11:15	. And then what is an example of an asynchronous
11:17	type of assessment ? Yeah . What kind of asynchronous
11:21	assessments have you used ? Um So assessments that students
11:27	do not have to be with the students at the
11:29	same time joe . He says an essay . That's
11:31	great . Homework from amazon . You can do a
11:36	google form , that's great . Or a questionnaire from
11:40	MIA So you can have the students do it and
11:43	report back . He chases a report or a project
11:46	. That's a great example . And a project based
11:49	activity from Giselle . Those are all great . Thanks
11:53	for sharing . Yeah . Excellent . I can see
11:55	I have a lot of talented and experienced teachers with
11:59	me here today which is great . I'll give you
12:01	some examples of formative assessments that I like to use
12:05	. Uh huh . And so student observations and we
12:09	do this all the time and in person classes .
12:11	Right face to face classes . Um This is one
12:13	of the things that's a little harder I think to
12:15	adjust to in the online environment face to face .
12:18	We can just look over the classroom or we can
12:20	walk around the classroom and notice how students are doing
12:23	by themselves or appear workgroup work . But we'll talk
12:26	about this a little bit more . How do you
12:28	do that effectively in an online environment reflection journals ?
12:32	This is one of my favorite ways to learn about
12:35	my students , not just the writing abilities but also
12:37	their thoughts and their experiences . Again , that's another
12:41	formative assessment will focus on later today , parent group
12:44	work peer reviews and that's a way for students to
12:48	give each other feedback . Often times it's good to
12:51	have forms for that and then quizzes like many of
12:53	you have mentioned . So I would like to hear
12:57	from you . Are you familiar with these examples of
12:59	formative assessment ? And are there any that you regularly
13:02	use ? Right . Yeah , Kendra shared student observations
13:07	journals , parent group work , peer reviews and quizzes
13:10	as examples of formative assessments ? Are any of those
13:13	ones that you like to use a lot um or
13:16	that you're more familiar with . So let's see .
13:18	Hazel says quizzes . Mia says reflect that she's used
13:21	reflection journals , quiz , repair work . Those were
13:28	great for my ring . Layla says she uses reflection
13:35	donate to says yes ma'am , I am familiar with
13:37	those examples . Um Great . And um Monteiro says
13:47	I'm familiar except for the peer review . So .
13:50	Great . Thanks for sharing . Nice . Great .
13:52	And I see paddling as well , pad light is
13:54	a really fun way to do formative assessment . So
13:57	let's move on to some examples of some motive assessments
14:01	. So for some motive assessment and again , that's
14:03	the sort of big at the end assessment or exam
14:07	. We have standardised exam performances and these are a
14:12	little bit funny , right ? Standardized exams . I
14:14	think lots of people do that with multiple choice to
14:16	false those sorts of questions . And it could be
14:19	like a Tofel test also Eilts , that sort of
14:22	thing . Um performance . This could be anything where
14:25	you can have your students , I've had students perform
14:27	myths , you can have students um perform a play
14:30	. You could have students um do a song ,
14:32	right ? Maybe you practiced the song with him presentations
14:36	like what we're doing now , right . That can
14:38	create a power point of crazy , something like that
14:41	. Essays that could be multi draft . I'm always
14:43	a fan of revision . Not necessarily grading the revisions
14:47	. Of course that I think for writing it's important
14:49	to revise right ? We all improve and then final
14:52	projects and again , where you have many steps right
14:55	many formative steps that end with a final project where
14:59	they actually earn the grade . So now I'd like
15:01	to hear from you in your opinion about these two
15:04	types of assessments . Um Specifically how do formative assessments
15:09	influence some motive assessments in your classes ? Yeah .
15:13	Great question . So how do formative assessments influence summit
15:17	of assessments ? That's a really good question . How
15:19	do they connect to each other and maybe um influence
15:24	or inform the type of summit of assessments that you
15:26	give ? What do you think ? Mhm . Great
15:34	Graciela says formative feedback prepares students for the summit of
15:37	assessment . That's great . The formative assessment can even
15:41	be part of the summit of So yeah if you
15:43	want to if you do a portfolio or something like
15:45	that um to demonstrate all the learning that's occurred ,
15:50	Rabia says it helps the assessor know the learning achievements
15:53	. That's a great response . Thank you . Let's
15:58	see , want to try to grab one from facebook
16:04	, let's see . It's a follow up for the
16:06	process which is uh in the process of learning .
16:08	So the summit of is sort of a follow up
16:10	to all the processes that you did using formative assessments
16:13	. That's a great response . Thanks everybody . Yeah
16:17	, excellent points . Um and I always feel like
16:19	when I give a sensitive assessment um hopefully I'm not
16:23	surprised by how the students do right because I've done
16:25	so many formative check ins with them throughout the whole
16:28	process . And so most of the formative and a
16:31	sensitive assessment examples that I gave today or that you
16:34	have given can be done synchronously in a synchronously in
16:38	the online classroom depending on your needs or connectivity .
16:41	I know people made comments in the facebook page ,
16:45	the announcements talking about how much of a issue connectivity
16:48	could be . So later , I'll give examples of
16:51	some assessments you can do even if you don't have
16:54	great connectivity because I know that's the issue everywhere and
16:58	we'll revisit some of these examples later to discuss about
17:02	ways to adapt them both synchronously in a synchronously for
17:05	online learning . All right , turning to effective assessments
17:09	, another question for everyone . What do you think
17:12	is a more effective assessment , a standardized test or
17:16	a group presentation ? Why ? Yeah , this is
17:19	a really good question and I know a lot of
17:21	teachers think about this type of question on a daily
17:24	basis , especially as a lot of us have standardized
17:28	tests that we have to give in our classrooms .
17:31	So what do you think , what do you think
17:32	is more effective standard standardized test or a group presentation
17:36	project and let us know why hazel great point .
17:40	It depends on your goals . Great . They both
17:44	have different purposes from as Ron , yep , another
17:48	good point and let us know why I'm seeing a
17:52	few people saying group presentation , but let us know
17:55	why you think a group presentation or project might be
17:58	a better form of assessment . Giselle says it depends
18:02	on the purpose and the personality type of the learner
18:04	. Great point . Um a group presentation because it
18:10	assesses skills and knowledge . Great . That was from
18:14	Len Mhm Olga says a group presentation enhances a lot
18:19	of skills . There's less anxiety for a group presentation
18:23	from Astrakhan and both are effective depending on what we
18:28	assess from Cindy . So all wonderful points . Great
18:31	responses . Thanks everyone . Yeah , for sure .
18:35	And it was a bit of a trick question because
18:37	you're right , it depends on the situation , Right
18:40	? And like everything , there's positives and negatives for
18:42	each type of assessment . Alright , next we'll discuss
18:46	guidelines for adopting assessment practices . So here are some
18:51	important guidelines to remember when creating assessments . They should
18:55	have practicality . So that means are they easy to
18:58	give in to score within a short time ? So
19:01	examples of this would be if a rubric is too
19:04	detailed to complete , if it takes the teacher a
19:07	long time to fill out the rubric or if there's
19:10	many sections of assignment to grade , then it's not
19:12	practical as well . If it takes students a really
19:15	long time to complete the assessment or if they don't
19:19	have enough time , if you're doing it synchronously then
19:22	it's not very practical , validity is another thing to
19:26	consider . And so validity means accurately measuring what has
19:30	been taught and this is really important . Right ?
19:33	An example of that would be if you taught your
19:36	students comparative adjectives like smaller , right ? More intelligent
19:40	. But then on the assessment , you asked them
19:42	to write sentences about superlatives , right , smallest most
19:46	intelligent . Um , it's not very fair . It's
19:48	also not valid , right ? You didn't teach them
19:50	that . So we also , we always have to
19:53	think , am I testing them over what I actually
19:55	taught them in class reliability . This is about consistent
20:01	and dependable . So students should take the same test
20:04	more or less the same . Of course our students
20:07	, we have a range of abilities , a range
20:09	of levels , Right ? But it shouldn't vary like
20:13	widely , um , too widely as well . Different
20:16	teachers should be able to grade the assessment the same
20:20	. An example of that would be multiple choice and
20:22	matching questions are more reliable . Right ? Because there's
20:25	one certain answer . One specific answer . That's correct
20:29	. Things like presentations or essays , they are not
20:32	quite as reliable . They're more subjective , right ?
20:35	And a way to deal with that subjectivity is to
20:37	use clear rubrics so that all teachers are hopefully creating
20:41	the same . Another thing to consider is authenticity .
20:45	And so that means is the task real and applicable
20:49	, connected to authentic language usage . So an example
20:52	of that would be if you gave your students and
20:55	activity where they had to identify the different verb tenses
20:58	in a paragraph , they had to tell you if
21:00	it's simple or past or present or progressive and that
21:03	could be useful right to have them label and identify
21:07	. But is that really authentic ? Right ? We
21:09	no one does that in their day to day life
21:12	. Um , what you could do instead is you
21:15	can ask your students write a sentence about what you
21:18	did last year and then number two , why are
21:21	the sentence about what you will do next year ?
21:24	Number three write , write a sentence about what you
21:26	do every day . And so you're having the students
21:29	practice um those different tenses but you're not asking them
21:32	to label and identify . Um so again , just
21:35	considering the authenticity of a task , then wash back
21:38	. And so this is about influencing our teaching and
21:41	our students learning . So this has some connection of
21:45	similarities to formative assessment , Right ? Um so this
21:49	could be about teaching to the test versus teaching ,
21:51	communicative language skills . So an example of this would
21:55	be drilling grammar worksheets most of your class time to
22:00	prepare students for the grammar sections of the test .
22:03	Now , of course we want to prepare students for
22:05	test , right ? But at the same time we
22:07	need to strike a balance between test preparation and authentic
22:11	language usage . It's always useful to review these tips
22:16	regardless of if you're creating online or face to face
22:19	assessments and of course you can't realistically achieve high levels
22:23	of all of these factors for each and every assessment
22:26	that's not possible . It is a balancing act depending
22:29	on your assessment needs and your educational context . So
22:32	similar to some comments that you made already today and
22:36	will return to these guidelines to these concepts throughout the
22:39	practical application sections where we look at examples of a
22:43	formative and summit of assessments , let's go ahead and
22:48	do an example of sort of a practice of that
22:50	right now . So we're going to score these two
22:53	very different types of assessment . We have a standardized
22:56	placement test and then an exit ticket . I want
22:59	us to consider um those guidelines . We just talked
23:02	about the five guidelines . So if we look at
23:05	a standardized test , um that is some motive ,
23:08	right ? It's not what you taught them , but
23:10	it's what students have learned before they came to you
23:13	. Right ? Um , it is high stakes ,
23:16	right ? Often times it depends on what level or
23:18	grade they'll be in , they might be feeling nervous
23:20	. Someone mentioned that the sort of anxiety test anxiety
23:24	our students feel , um , there's usually standardized grading
23:28	rubric or answer key that teachers will use . Um
23:32	, and think about these different guidelines , Right ?
23:35	So maybe low practicality . It could take a lot
23:38	of time for the students or the teachers could grade
23:40	. So maybe in terms of scoring low versus high
23:43	, it might be a little lower . So low
23:45	validity . Again , um , it can be hard
23:48	to know exactly what they've been taught before they came
23:50	to you , right ? It's a little different than
23:53	when you're already in your class . Right ? But
23:56	high reliability because all the students are taking the same
23:59	test trying to figure out the placement of where they
24:01	should be . Um , low authenticity . Sometimes all
24:05	of these can be debated though . You might have
24:07	a different opinion than me about them of course .
24:10	Um , because oftentimes placement test aren't particularly authentic .
24:15	You might have lots of grammar questions , vocabulary questions
24:18	, that kind of thing . Which is not ,
24:19	I'm not what we do in real life when we
24:21	communicate right ? But definitely high wash back because the
24:25	whole point is to play students where they need to
24:27	be and that will inform how we teach them ,
24:29	right ? So you can see there there's sort of
24:32	a mixed , low and high , let's go ahead
24:34	and look at the exit tickets and what that is
24:37	is a formative assessments . You might do these .
24:40	You give them at the end of the class period
24:42	to check student comprehension of what they learned at that
24:44	day . It's useful for students to do self reflection
24:48	and also for the teacher right to see , Okay
24:50	. Did they learn what I hope they did or
24:52	do I need to re teach them or can we
24:55	move on the next period ? And it has high
24:57	practicality . Usually exit tickets don't take long . Right
25:01	, a few minutes to do . It has high
25:04	validity , hopefully right accurately measures what the students have
25:08	been taught that day could be low reliability and that
25:13	could be maybe students are feeling tired . Maybe a
25:16	student understood something different than a different student . So
25:19	there is some objectivity there with exit tickets that you
25:22	don't have with a standardized test . Hi authenticity .
25:26	Because we often ask for feedback in real life ,
25:29	right ? We asked people , what did you think
25:31	about that or what about this ? What about this
25:34	food or that movie ? That's an authentic task to
25:36	ask people's opinion and feedback and high wash back .
25:40	Of course just like the test . Right ? Because
25:42	then we know what to do in the future with
25:44	our students and so we can see here right while
25:47	each assessment format alliance with the assessment practice guidelines differently
25:50	. Right ? Somewhere a little lower . Somewhere higher
25:53	. They both serve a clear need . So I
25:55	don't want you to feel like oh I have to
25:56	do all five of these perfectly every time it's not
25:59	possible . Right ? We do we do what we
26:01	can depending on the context . All right . So
26:04	um let's look at differences in assessments between face to
26:08	face and online learning . So we've looked at differences
26:12	between formative and summited assessments and along with examples of
26:17	both . So now let's consider face to face versus
26:20	online learning . And I have a question for you
26:23	, what are some of the differences between face to
26:25	face and online assessments ? Yeah . What do you
26:29	think ? Everybody , I saw a lot of comments
26:31	about how people love using exit tickets . So that's
26:33	great . Um And then what do you think ?
26:36	What are the differences between face to face and online
26:39	assessment ? What have you noticed um in your teaching
26:44	, the students reaction to it from Nandhini in face
26:50	to face , you can give direct feedback . What
27:02	else do you think online assessments are more difficult to
27:05	check from aura ? I think that's very true .
27:07	A lot of people feel that way . Great point
27:10	. Mhm . In face to face there is more
27:13	interaction from daisy . Online assessments are flexible from lots
27:20	of comments coming into its heart . Leila . Great
27:23	Online is more formal from Angelina and you use different
27:27	strategies for these different assessments from Jose luis . So
27:31	those are great responses . Thanks so much . Yes
27:34	. And I wanna says some students might cheat .
27:35	I think she probably is referring to the online environment
27:38	. I know a lot of teachers . We'll have
27:40	that fear . So definitely . Thanks for sharing everyone
27:44	. Yeah . Thank you . And I'll give you
27:45	some tips about how to um avoid um or help
27:50	your students encourage your students to avoid cheating in the
27:53	online assessment environment . All right , let's go ahead
27:57	and look at another question . Some other information I
28:00	would like to hear about from your own experience ,
28:02	what our in person classroom assessment practices . Yeah .
28:07	So when you're able to be in person with your
28:09	students , what are some classroom assessment practices that you're
28:13	able to incorporate into your teaching and assessing do you
28:20	think everybody in classroom in person classroom assessment practices ?
28:27	Let's see , face to face allows the teacher to
28:29	observe some behavior . So you can do lots of
28:32	observations . That's great . You can do role play
28:36	from you chain and face to face . You are
28:42	sure that it is the students work and not being
28:45	helped by another student . So you can check that
28:47	and observe . You can use review sheets or checklists
28:51	from june lee . You can do oral presentations ,
29:00	you can give direct feedback , you can read the
29:05	text out loud for the students . That's a great
29:07	practice . And you can do cooperative learning groups from
29:13	gina . So those are great . Thanks for sharing
29:15	everybody . Yeah , Thank you . Another question I
29:20	have for you are about the benefits of transitioning assessments
29:25	to the online environment . There are some positive things
29:28	. Right , What are the benefits ? Yeah .
29:31	So we talked about our in person practices , but
29:33	what are some benefits of the online um of assessing
29:37	in the online classroom ? What do you think or
29:41	maybe what has um , when you have done ,
29:44	hazel says you can do some dynamic activities . That's
29:47	great . So things that students really enjoy , a
29:50	lot of our students really like to use apps ,
29:53	use their phones , use there tablets or computers .
29:58	They can record their voice great from Hugh young eco
30:03	friendly . That's a great point . Yeah , we
30:05	need to go anywhere . We don't have to use
30:07	paper . All the results can be recorded in a
30:13	google sheet or another type of online form . Less
30:18	stress for some students . Yeah , I think that's
30:21	true from Gil and students get used to different ways
30:26	of assessing which is great from robert and were able
30:29	to make our students more independent . That is from
30:31	jennifer Great . And you don't have to bring tons
30:35	of paper home . That's from Lynn . Good point
30:39	. Alright . Thanks for hearing everyone . Yeah ,
30:42	I love the ecofriendly one . That is something that
30:44	we might not think about , right is saving paper
30:47	, right ? Or the gas for transportation and all
30:49	of that . Nice . All right . Now ,
30:52	let's , let's focus on the challenges . So what
30:54	are the challenges of transition assessments to the online classroom
30:58	? What have you found for yourself for your students
31:02	? Yeah . So we talked about some benefits .
31:04	But what are some challenges of transitioning assessments to the
31:08	online classroom ? Again , cheating problems . See lack
31:20	of media literacy from students . That's a great point
31:23	. Eyestrain , yep . Internet issues , definitely some
31:29	students are not too tech savvy the point , lack
31:36	of availability of resources from Priyanka . It sometimes might
31:43	take a little bit longer to set up or to
31:46	assess and maybe lack of interaction , especially if students
31:51	don't have their cameras on Good point . Alright ,
31:53	thanks everybody . Mm Nice . And I see screen
31:57	fatigue . That's also really um that's a very valid
32:00	point . For sure . Um Okay . So I
32:02	would like to summarize some of my own ideas about
32:05	these questions that I just asked you . I got
32:07	some really great responses from everyone . Um So first
32:10	I would like to just review with EU assessments and
32:13	face to face learning . So here's some characteristics .
32:16	We oftentimes have individual um classroom based . Maybe you
32:21	recognize this photo on the scene this environment here .
32:24	It's in a classroom , person by person . Paper
32:26	based . Strike that feeling of answers on a sheet
32:29	of paper . Synchronous , right ? It's all together
32:31	and it's controlled by the teacher , by the school
32:34	or the institute . And then looking at some differences
32:38	with online assessment . Some of those characteristics um are
32:45	unlimited access to information at any time . And some
32:48	of these you might think they're positive or negative depending
32:52	on your experience on on the situation , possibly even
32:55	the day . Maybe it's good to have a lot
32:58	of access to information . Maybe it's overwhelming , Right
33:02	? Um there's an easy and instant connection to peers
33:04	and information and teachers . Again , it's great because
33:07	your students can work together and they can contact you
33:10	whenever , but maybe sometimes you would like to have
33:13	some privacy or to be left alone , right ?
33:15	That can be overwhelming . Um There is an increased
33:18	likelihood of plagiarism . People have talked about that already
33:21	increased chance of cheating , um , and there's really
33:25	a need for clear instructions and guidelines um , on
33:28	the teacher's part , right ? Because we don't have
33:30	that face to face where you can tell looking at
33:33	your students , write their faces , are they confused
33:36	or do they understand ? Um and maybe the internet
33:40	connection , and it's good enough that you can see
33:42	their faces but sometimes they can't use the video or
33:44	maybe you're using an app to deliver the class right
33:48	? WhatsApp or telegram whatever it is . Um So
33:51	instructions really have to be more clear than they do
33:54	and face to face classes . Um And then some
33:58	online test security tips that I have for you again
34:01	because treating and plagiarizing is a larger possibility with online
34:06	learning or online assessment . So there's some specific ideas
34:09	only have the assessment available for a designated or limited
34:14	time . Now if you're using a platform like google
34:17	classroom um model something like that , you can have
34:20	the time frame set canvas right where you can only
34:24	have a quiz er assessment for a particular time and
34:26	that's helpful . Um You can do parallel forms with
34:29	randomized items . So what that means is you have
34:32	the same quiz but you've got quiz A . And
34:35	quiz bee . And on quiz A . Maybe question
34:38	one is questioned three on form B . Or maybe
34:41	the options A . B . C . And D
34:43	. Are moved around . So option A . On
34:46	the first form is option D . On the second
34:48	form , so just rotating the information so it's not
34:51	quite as easy um for students to cheat having higher
34:56	order thinking questions to reduce plagiarism . And this is
34:59	really one thing that I think is the most important
35:03	for online learning is try to move away from just
35:06	A . B . C . D . Right or
35:08	true false ? Have students have to produce information ,
35:11	share their opinion , Synthesize , take information ideas from
35:15	different sources of video or reading and then tell you
35:19	um what they think have them compare and contrast and
35:22	it's much harder to plagiarize that way and it's much
35:25	more authentic . Right ? Um than just sort of
35:28	repeating information that they've read or that they've heard .
35:31	Um So that's one of my biggest tips for you
35:33	in terms of avoiding plagiarism also have a low percentage
35:37	of course graded quizzes . So if you make quizzes
35:40	um only a few points , students won't be as
35:43	likely to want to cheat , right ? That reduces
35:46	the motivation , allow students to do multiple quiz retakes
35:50	. And again , that motivates them to try to
35:52	keep learning the information and then use time test using
35:56	the course management system . And here's some more tips
36:01	for use and best practices for online assessments . Make
36:05	sure that the exams are relevant and appropriate for the
36:08	objectives . So again , like we talked about before
36:10	, the guidelines , what are you trying to teach
36:13	your students ? Are you testing them and them that
36:16	in a relevant way ? And some people mention this
36:19	before . If your students face technical difficulties , make
36:23	sure that they have instructions on what to do .
36:26	Okay . What do you do if you were doing
36:27	an assessment and you lose connectivity ? Okay . And
36:31	it could be right if they're writing something by hand
36:34	, take a photo and send it to you if
36:36	they can't fill out the google form . Right ?
36:38	So make sure that you have um a backup .
36:42	Um and that will help reduce their anxiety . Right
36:44	? And also your frustration as a teacher . If
36:47	your students disappeared in an assessment , make sure to
36:51	give them frequent feedback to maintain student motivation because we
36:55	don't have that face to face um in person interaction
36:58	with our students where we can really give them a
37:00	lot of feedback , even a smile , right .
37:03	Things like that . It's important to do frequent feedback
37:06	in other ways . That could be a text message
37:09	. Um something like that . Make sure to give
37:12	individualized feedback . So instead of just good job right
37:16	on an assignment or an activity , say you did
37:19	a really good job with this or I like how
37:21	you said that or you phrase this in a really
37:24	good way . So something very specific and again that
37:27	will help with their motivation . Make sure students have
37:30	chances for self testing . That's really important and they
37:34	can do that of course with practice quizzes , activities
37:36	on quiz . Let kohut as many of you have
37:38	mentioned and of course always make sure you have variety
37:41	of question types if you do do um that sort
37:45	of exams , right ? Multiple choice fill in the
37:47	blank and short answer . So I would like to
37:51	hear from you before I share some of my ideas
37:55	like to hear from you first . What apps ,
37:57	tools and websites have you used for online assessments ?
38:02	Yeah , Great question . I know . We've all
38:04	had a lot more experience with different apps or tools
38:07	. Um , Miguel says , um , what I
38:09	like about model is that you can randomize your questions
38:12	and answers . That's great . It's a great tip
38:14	. So model sounds good . Secretive is something Nala
38:18	uses near pod from amazon had lit google classroom and
38:23	google forms . Sonja says , google forms . See
38:29	a teacher made app , wow , Melody sounds good
38:33	. Let us know your about that . That sounds
38:36	awesome . You can use mental meter from hazel .
38:40	Yeah . Jam board pilot , google classroom and school
38:43	ology from LeN and it depends on the availability of
38:48	the app for learners . Great point from santiago and
38:53	with grid Microsoft teen zoom cahoots awesome . Thanks everybody
39:00	. Great . And a few that I've never heard
39:03	of like with Wiser me . That sounds cool .
39:06	And also what's up ? Great . That's a very
39:08	popular one , awesome guys . Yeah , Nice .
39:11	I'm a big fan of um Oh no , I'm
39:15	forgetting right now I'm flip grid and then jam board
39:17	. The jambo was really fun . I like the
39:19	little kind of sticky note kind of color thing for
39:22	brainstorming , writing group work . These are great .
39:25	All right , everybody . So next we're going to
39:26	examine to practical applications for formative assessments . Um and
39:33	you all have given me really great ideas of different
39:35	websites and apps and I don't think that there is
39:38	a perfect app right ? Or perfect website that's going
39:41	to make assessment um easy for you and your students
39:43	and everything is going to be wonderful and fine .
39:45	Right ? Just like there's not the perfect textbook ,
39:47	right ? We know that is as teachers , we
39:49	have to adapt . We have to decide what's best
39:51	for students or context . So I'm going to give
39:54	you some assignments . Um , our assessments that you
39:57	could do with your students and talk about different ways
40:00	that you could do that with them depending on the
40:03	age of your students , depending on the connectivity that
40:06	you and your students have because people , you already
40:09	know a lot about these different apps , right ?
40:11	You know about them . So I'm not going to
40:13	focus on a lot of different apps , but more
40:14	the sort of activities that you could do for assessments
40:18	I used to , the first one I'm going to
40:19	talk about is reflection , journals , benefits . We
40:23	can grass students understanding of textual or audio input .
40:28	We can encourage critical thinking . Again , that's really
40:30	important . And it's a real life skill , right
40:33	? It's the 21st century skill , um , can
40:35	connect material to students lives . We know how important
40:38	that is as teachers . Um if students um don't
40:42	care about the material , then they don't want to
40:43	focus on it , they don't want to learn .
40:45	And we're like that as well , right ? Everyone's
40:47	like that . Um , and then to learn about
40:49	our students as people . And again , this is
40:51	one of my favorite ways to really learn about my
40:53	students is as through reflection journals . And so some
40:57	different ways that you can do that . I'll list
41:00	some steps for you . So the first step ,
41:05	you want to provide visual auditory are written input .
41:08	And again , this is up to you as the
41:10	teacher . Um , it depends on what you're covering
41:12	with your students . A theme or the topic .
41:15	Visual could be a photo , right ? Have a
41:18	bird and animal . If you're working with Children ,
41:20	right ? It could be a landscape , maybe the
41:22	mountains , it could be auditory . So maybe there's
41:25	a link to a radio station or there's a podcast
41:29	that you want them to listen to . Or it
41:31	could be a Youtube or ted talks , right ?
41:34	Or maybe written input , Maybe an article , um
41:38	a blog , something like that . So you provide
41:40	the input and then the second step you want to
41:42	give them a prompt or the question right to reflect
41:45	on . And there's different ways that they can submit
41:48	the reflections so they can take a photo of a
41:51	handwritten response , right ? Maybe you have students that
41:53	don't have great internet connectivity most of the time .
41:56	Um and so even trying to use a google doc
41:59	wouldn't work for them , but they have paper and
42:01	pencil . Right ? Let them write it out and
42:03	take a photo and send it to you . That
42:05	doesn't take nearly as much data . Right ? Um
42:08	or for someone who is not very good with technology
42:11	, right . Maybe they're scared to use technology or
42:14	takes them a really long time to use technology .
42:17	You can do a visual or audio recording . I've
42:20	spoken response . So people have mentioned some different audio
42:24	recordings that you can do flip grid , right ?
42:26	You can do zoom . There's many different apps you
42:28	can use and this is really nice for students who
42:31	feel more comfortable speaking . Um , and if you
42:34	have students with special needs , right ? And they're
42:35	not very good at writing , they might prefer to
42:37	speak or vice versa . You can do text message
42:41	may be the only way you're able to work with
42:44	your students is through text message . That's also a
42:46	possibility a typed response , right ? Maybe they can
42:49	do google docs and submit it to you with a
42:52	link that way . And then you can give them
42:54	pierre a teacher feedback . Again , if you are
42:57	having your students to work with peers , you want
43:00	to give them instructions , Right . Focus on the
43:02	content . Or did they use articles or what was
43:06	the verb tense again ? Help them focus on the
43:09	kind of questions and the kind of feedback to give
43:13	them . All right . Let's go back to those
43:15	guidelines that we talked about earlier . Right . We
43:17	had our five things that we were thinking about .
43:20	So how do reflects journals ? Meet the guidelines shared
43:24	earlier ? Just to remind you of those guidelines ,
43:27	we were talking about , let's see if people can
43:30	get to it faster than me and the chat box
43:32	. We've got practicality , validity , reliability , authenticity
43:36	and wash back . So how do you reflection journals
43:39	? Meet those guidelines ? Right . Yeah . What
43:43	do you think about the guidelines that we reviewed for
43:46	assessments earlier ? How to reflective journals ? Um ,
43:50	meet those guidelines . So aura says they're authentic .
43:53	Great . Because you're asking students to share their ideas
43:57	and thoughts . Um , They help with higher murder
44:02	thinking skills . Great , Joey says they have to
44:06	reflect and see what went well and what went wrong
44:09	for them when they're during their learning . Let's see
44:17	they're very valid and promote higher order thinking skills .
44:20	Great . They include all of them for some folks
44:24	. Um maybe the practicality is a little bit harder
44:27	. If you have a lot of students , it
44:29	might be hard to assess all of their um ,
44:32	reflective journals if there are lots of classroom , the
44:38	influence on your teaching . So wash back . That's
44:41	great . Yeah , it can be time consuming .
44:48	See all of them except maybe validity , says J
44:53	. Ron , but maybe it might be a valid
44:56	way of seeing where they're at in terms of their
44:58	grammar , their vocabulary , writing style and Catherine says
45:03	reflection journals are real or authentic . So . Great
45:06	point . All right , thank you , cheering definitely
45:10	the wash back , right . It's really important for
45:12	wash back , but I would agree about practicality anytime
45:15	we have to give feedback on writing that's very time
45:18	consuming for the teacher . Right ? All right ,
45:21	let's go ahead . I want to share with you
45:23	another formative assessment . That would be student observations .
45:27	Again , we do this all the time in the
45:28	face to face classroom . So how do we adapt
45:31	that to the online learning environment first , let's look
45:35	at some benefits . We can check student comprehension of
45:38	the material and the skill . We can notice student
45:41	to student dynamics . That's important in terms of future
45:45	pairings or group work , right ? We know as
45:47	teachers that were not just teaching a language right ?
45:50	Particularly with younger learners were teaching social skills , right
45:54	? How to interact with other people . And that's
45:57	also really important . Um observe student to student production
46:01	of the language . Again , it shouldn't just be
46:03	us talking all the time or us writing right ,
46:06	it should be students interacting to produce the language and
46:09	then having students practice practice different roles within a group
46:13	. I think this is really important when I do
46:15	different activities , all assigned roles . So maybe someone
46:18	will be the note taker , someone will be the
46:20	researcher , someone will write vocabulary , new vocabulary and
46:24	definitions . Someone will present the ideas and that it
46:28	sounds responsibility and make sure that students are sharing the
46:31	workload and they're practicing different skills at the same time
46:35	. So there are some benefits to student observations .
46:38	Now , how do we do that ? So the
46:40	first step , what we want to do is to
46:43	groups students according to the purpose . And so again
46:47	, what do you want students to do ? What
46:48	is the task ? And also think about the group
46:51	dynamics ? Right . So do you want to have
46:53	um a genius grouping ? So do you want to
46:55	have all of the stronger students together ? Do you
46:58	want to have , you know , the lower level
47:00	students together ? Or do you want to do heterogeneous
47:03	grouping ? So you might know , okay , these
47:05	students are stronger , I'm going to pair them or
47:08	put them into a group with these students who I
47:10	know need a little extra support . Give them a
47:13	task to complete . Again , it's tough to use
47:15	the teacher whatever task you want them to do ?
47:18	Writing , listening , speaking , grammar , vocab ,
47:20	whatever it is and insight really observe the students interacting
47:24	with the task . Um Right . Are they actually
47:26	doing it ? It could mean that they don't understand
47:28	your instructions . Right . The material is a material
47:31	at their level , Is it too easy ? Is
47:33	it too hard ? And then each other again ?
47:35	So just known to seeing those social skills , the
47:37	social interactions , And then you can offer you can
47:41	clarify questions when that's needed . All right . So
47:43	, we know the benefits . We know the steps
47:45	. So how can you do that in the online
47:46	environment ? You can put students into breakout rooms in
47:50	zoom Again , it takes a little bit longer to
47:52	sort of organize those and then you have to jump
47:54	around to the different rooms . But you can still
47:56	get um the same observation , same student observation .
48:00	If you're not able to do video , right ?
48:03	You can still do messaging groups , you can do
48:05	WhatsApp here in Uzbekistan telegram is really popular . You
48:09	can do line , I've used that before , um
48:11	and you can put students into groups . Again ,
48:14	some of that you would have to do in advance
48:15	as the teacher , or it could be for longer
48:17	term projects right where they're working together um and you
48:20	wouldn't participate necessarily , but you can just see how
48:23	they're interacting and again clarify if that's needed . Right
48:28	? And also a group text messages . Right .
48:32	All right . So let's go ahead and um analyze
48:35	this activity . The student observation as a formative assessment
48:39	. How do student observations meet the guidelines that we
48:42	talked about earlier ? So again , we've got authenticity
48:46	, reliability , validity wash back practicality . Great ,
48:52	yeah . How do student observations meet those guidelines ?
48:55	Everybody , we have some nice comments from participants ,
48:59	Esma agrees with you in terms of um the online
49:04	format of student observations and says using the chat box
49:07	, you can clarify questions . So that's a great
49:09	point . Let's see as Ron says , it's very
49:15	practical because you can look at all of the students
49:18	, it's authentic from hazel practical and authentic . A
49:26	lot of people are saying like to we um ,
49:30	who else you're ? Carlos says it's very practical .
49:38	It has great wash back and practicality from Pat and
49:45	daisy says it's very authentic . So those are great
49:47	responses . Thanks for sharing . Yeah . Good .
49:51	All right . So we've talked about two um formative
49:54	assessments . Now let's go ahead and look at two
49:57	practical applications for some motive assessments . So the first
50:03	one that I'll talk about is performances . Again ,
50:06	this can be done as an individual or could be
50:08	done as groups would showcase what they've learned throughout your
50:12	course or throughout the week or the unit . Um
50:15	, and it's collaboratively right . They would create a
50:17	spoken project product here and so looking at the steps
50:23	again , what you would do first I send students
50:26	a task and again , this is up to you
50:28	as the teacher and for your students , what that
50:30	task would be , it could be a play ,
50:32	it could be a role play , a dialogue ,
50:34	maybe a prequel . Right , So that's something that
50:37	comes before um or a sequel . Something that comes
50:41	after . That could be a movie or a book
50:44	that you've rather discussed . And so the students have
50:46	to create , what do they think happened before that
50:49	book or that movie or what will happen afterwards ?
50:53	Um Then students would choose their roles and responsibilities again
50:57	as the teacher , you are sort of observing um
51:00	to make sure that the social interactions are going well
51:03	, everyone has the role and the responsibility . They
51:06	could perform the synchronously right . They could you zoom
51:09	, they could use Skype , they could use Messenger
51:12	, right ? Any sort of whatever app is ,
51:14	what is most useful in your context . They could
51:17	do it a synchronously right ? They could video it
51:20	and then they could share it , right ? A
51:22	link um where they could post it like on google
51:24	classroom , um whatever format it is that you're using
51:28	with your students . And again , you can do
51:31	clear and teach your feedback um where students give each
51:34	other advice about what was the strength or how they
51:37	could improve it . And then students could revise what
51:40	they did and the same as the teacher . Right
51:42	? And again , rubrics are always great . So
51:45	students know what , what they should be doing .
51:47	And the nice thing about performances is it's collaborative and
51:51	it's creative and this is a really a chance to
51:53	let let your students shine and we're going to see
51:55	who they are as people . Right ? Alright .
51:58	To begin , let's go ahead and look at those
51:59	guidelines that we talked about earlier . How do performances
52:03	meet the guidelines that were shared earlier ? What do
52:08	you think ? How do performances meet the guidelines ?
52:11	And maybe you can share Also in your comments ,
52:14	you can let us know why you think um something
52:17	is authentic or practical or reliable or whatever you like
52:21	. We'd love to see those responses hazel . Yeah
52:25	, loves to doing the prequel during the face to
52:28	face , but she hasn't done it in online .
52:29	Yeah , maybe try giving it a , giving it
52:32	a try . Yeah , I think you brought up
52:35	a great point Kendra about the seeing our students as
52:39	people and a lot of people are saying authentic .
52:41	I think that's a really good point . You see
52:43	um your students , true personalities come out which is
52:46	kind of read um maybe reliability would be a lower
52:53	one and depending on students moods or that type of
52:57	thing , they might be anxious or they might have
52:59	a good day or a bad day , that might
53:01	be that contribute to their performance . Um reliable and
53:08	authentic from grace . Good wash back from Leila authentic
53:13	. Lots of people saying authentic , So great .
53:15	Thanks everybody . Yeah . Nice . And I like
53:18	how someone talked about performances , make students enjoy and
53:21	learn through doing right when they they sort of forget
53:24	that there are many english class . So they forget
53:27	that they're doing an assessment because they're having fun .
53:30	Then uh , that's a win for everybody . Right
53:32	? Then we've we've done a great job as teachers
53:35	. Right ? All right , let's go ahead .
53:36	We've got one more someone to assessment that I would
53:39	like to share with you . Um again , I'm
53:41	sure you know about this , right ? So looking
53:43	at paragraphs and essays and the nice thing about this
53:46	is that demonstrates their abilities to write , think critically
53:49	, analyze and evaluate . Um , students can highlight
53:53	the comprehension of paragraph in essay writing organization and correct
53:57	grammatical structures . Again , this all depends on what
54:00	it is that you're teaching them and their level ,
54:02	they're beginners , intermediates , more advanced students . So
54:06	again , let's review the steps that you would give
54:08	your students . So first you would assign a writing
54:11	topic and again , that depends on what it is
54:13	that you're studying with your students could be any topic
54:17	and then the purpose is an informative is that persuasive
54:21	compare and contrast cause and effect . Um and then
54:24	assign the writing length . And again , this could
54:26	depend on the level of your students , but you
54:28	can also differentiate here . So if you have a
54:31	lower level student , maybe you just have them write
54:33	a paragraph and that is sufficient enough for them to
54:36	demonstrate what they can do if you have a more
54:39	advanced student , even within the same level . Right
54:41	? We always have multi level classrooms . There are
54:44	classes . We all know that maybe you challenge a
54:46	student to write an essay instead of a paragraph .
54:49	And again , like the journals , right ? The
54:51	students can write by hand and then take a photo
54:54	. They can do it on their computer using google
54:56	docs , They can use their phones , they can
54:57	do text message or messaging apps and then they submit
55:01	their writing um for evaluation and feedback to you .
55:04	Um The teacher and the journalists can be sort of
55:07	a formative um sort of preparation right to get your
55:11	students ready for the essay . Um Or you could
55:14	have them write an email , right ? Is the
55:16	final um writing task ? So again there's a lot
55:19	of flexibility there . Uh So again , returning to
55:23	our guidelines . So how do paragraphs and essays meet
55:26	the guidelines that we shared earlier ? Yeah . For
55:31	this assessment , how do these two paragraphs and essays
55:34	meet those guidelines , practicality , reliability , validity ,
55:40	authenticity . And wash back , what do you think
55:48	authenticity ? And wash back from shining Roger has a
55:53	question . Do you usually use checklists for these two
55:58	types of assessments ? The observations and the essays ?
56:02	Um observations ? Not so much because I feel like
56:05	that's pretty informal , you know ? Um But definitely
56:08	for the essays I um I like to show my
56:10	students the rubric that I will use to grade them
56:12	on and then we'll go over the rubric so they
56:15	know exactly what I'm trying to focus on . Um
56:18	I like to do a lot of air correction with
56:19	them as well and then have them sort of keep
56:21	track of their common errors and their strengths and weaknesses
56:25	. And we revisit that after every assignment and I'm
56:28	just having them point out , I'm doing some self
56:31	reflection I've seen makes a huge difference . And students
56:34	being able to improve their writing , you can do
56:36	that with speaking of speaking task as well . Of
56:38	course . Yeah . Great . Um , yeah ,
56:43	it's a valid way of um correcting their grammar forms
56:47	from free dot Hidden . It's authentic and reliable from
56:50	Montero and a lot of people saying authenticity . So
56:56	great . Thanks to everybody for those responses . Yeah
56:59	. Again , all right , moving on . So
57:03	the last thing that we'll do together today is to
57:05	summarize the main points from the webinar . Alright ,
57:10	so again , refer to those guidelines , right ?
57:12	As we've seen some assessments are meet them better or
57:16	in better ways than others and you don't have to
57:18	do all five really high every single time . Right
57:22	? So be kind to yourself , right . Be
57:23	kind to your students as well . Um and then
57:26	test receptive skills . Again , this is one of
57:29	the bigger biggest things I think . Um , that's
57:31	helpful is to think about authentic language use . And
57:35	so have students , um , you know , if
57:37	they're doing listening , have them speak about it ,
57:40	if they're doing read and have them write about it
57:42	, um , and mix them up . Right ?
57:43	And so that they're using all skills . It's um
57:46	, it's authentic like we've been talking about , um
57:49	, and then use higher order thinking skills . Um
57:52	, and the different assessments that I've showed you the
57:55	formative and some motive assessments . None of those are
57:57	like how to do an online multiple choice exam ,
58:00	right ? You can find lots of absent websites and
58:03	I think they're fine . They're great . Um ,
58:05	but what is more important ? And if we want
58:07	to help our students not fall into the trap of
58:10	plagiarism were copying , right ? It's really have them
58:12	produce language for a spoken language , try to be
58:15	creative , you know , the different presentations , the
58:18	journalist , things like that , um and you know
58:21	, that's the way that they learn and improve their
58:23	language and incorporate more formative assessments . Again , the
58:27	small check ins with them is how we see that
58:30	they're really learning . Um as we know , it's
58:32	not the huge examine the in the final exam that
58:35	shows us what our students have learned , there's my
58:45	references . All right , well , thank you so
58:50	much , Kendra . That was a wonderful presentation .
58:53	We're seeing so many great comments in the chat box
58:56	of appreciation and um excitement for using some of these
59:00	practical ideas in the online or in person classroom .
59:04	Like Conan says , we thanks for your sharing ,
59:06	we love the things you've shared with us practical and
59:10	effective ideas to enhance both spoken and writing skills .
59:13	Thank you , Kendra from paris set . Great talk
59:16	from Deana . Um , thanks for today's webinar and
59:19	sharing from the act . So awesome . Thanks so
59:21	much for every , all of those wonderful comments ,
59:23	Everybody . Um , and again , thank you so
59:25	much , Kendra for this wonderful presentation . Yeah ,
59:28	of course , it was so nice to interact with
59:31	all of you .

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