Welcome to TELLCourse Syllabus: Assessment for Linguistically Diverse Students Explanation of the TemplateTotal PointsSession One: Understanding My Role as an AssessorLA 1.1 Exploring Our Assessment PracticesLA 1.2 Considering a Learner's Assets LA 1.3 Assessing For Placement AVG 1.1 The Assessment ProcessLA 1.4 Outlining and Applying the Assessment System LA 1.5 Building Knowledge of Types of Assessment HW 1.1 Actions Taken and Learning HW 1.2 Attending to Equity and Oral Language in Assessing ELs HW 1.3 Identifying Assessment Issues for ELsHW 1.4 Reading about Professional Learning CommunitiesHW 1.5 Identifying WIDA ScoresHW 1.6 Time Capsule Self-Assessment Session Two: Developing Understanding through Media AVG 2.1 Parables of Classroom Interaction LA 2.1 Changing the Conversation AVG 2.2 Learning WIDA's purpose and philosophy AVG 2.3 CAN DO Approach LA 2.2 Introduction to Using Can-Do Descriptors AVG 2.4 Planning with the End in Mind LA 2.3 Planning for the Final Project HW 2.1 Actions Taken and Learning HW 2.2 Assessment for English Language Learners HW 2.3 Implementing WIDA Can Do Philosophy HW 2.4 Supporting English Learners HW 2.5 Analyzing WIDA as AssessmentSession Three: Designing Assessment Using Standards for Effective PedagogyLA 3.1 Deepening Knowledge of Standards for Effective Pedagogy LA 3.2 Designing for Understanding in Action LA 3.3 Attending to the Five Standards in Evaluating a LessonLA 3.4 Taking Action LA 3.5 Assessment as a Context for Teaching and LearningLA 3.6 Content and Language ObjectivesHW 3.1 Reflection on Taking Action Based on My LearningHW 3.2 Collaborative Work to Support EL LearningHW 3.3 Using Technology for Developing ELs Academic LanguageHW 3.4 Language Proficiency to Academic AchievementHW 3.5 AVG 5.1 The Alternative Assessment MovementHW 3.6 Constructing a Student ProfileSession Four : Considering Alternative Assessments in Relationship to ELsAVG 4.1 Developing Knowledge of WIDA Interpretive RubricsLA 4.1 Sharing My StudentAVG 4.2 Types of Assessment LA 4.2 Exploring Informal Content Area AssessmentsLA 4.3 Assessment Tool Marketplace LA 4.4 Planning Assessment for My UnitHW 4.1 Actions Taken and LearningHW 4.2 Analyzing Student WritingHW 4.3 Conceptions of Oral Language AssessmentHW 4.4 Examining Authentic Assessments Session Five: Designing and Developing AssessmentsAVG 5.1 Designing Alternative Assessments LA 5.1 Designing Assessments for LearningAVG 5.2 Selecting and Planning Alternative AssessmentsLA 5.2 Understanding Rubrics and Scoring GuidesLA 5.3 Developing a Rubric or Scoring GuideHW 5.1 Actions Taken in LearningHW 5.2: Developing Expertise in Item WritingHW 5.3 Re-examining Your Final Project HW 5.4 What I Think about High Stakes TestingHW 5.5 To Test or Not to Test Session Six: Debating and Responding to Assessment IssuesLA 6.1 Debating the Value of High Stakes TestingLA 6.2 ESL Assessment Issues LA 6.3 Making My Deliberations PublicLA 6.4 Assessment Literacy for Alternative AssessmentAVG 6.2 Assessing Student DevelopmentLA 6.5 Final Project Review HW 6.1 Actions Taken in Learning HW 6.2 Examining Alignment and Coherence in Assessment HW 6.3 Issues in Grading HW 6.4 Evaluating and Adjusting Record Keeping HW 6.5 Creating and Revising My Final ProjectSession Seven: Developing Knowledge for Practice and AdvocacyLA 7.1 Useful, Meaningful, and Equitable AssessmentLA 7.2 Center 1--Analyzing the Final Project LA 7.3 Center 2--Motivating Learners LA 7.4 Center 3--Sharing Strategies for Record Keeping LA 7.5 Center 4--Using Standardized Test Scores to Guide TeachingLA 7.6 Center 5--Meeting Legal Obligations for ELsLA 7.7 Revising My Final ProjectHW 7.1 Actions Taken and LearningHW 7.2 Completing the Final ProjectSession Eight : Revealing My LearningLA 8.1 My Learning Presentation LA 8.2 Communicating My Unit Plan and My Reasoning LA 8.3 My Commitment for Assessing Students

HW 2.3 Implementing WIDA Can Do Philosophy

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Learning Outcome Pedagogical Intent Student Position

Understand how to select and administer norm-referenced language proficiency instruments.

Assessment: 50 pts.

Due: Session 3

Teachers can learn more about their students by accessing reports of their assessment results.

Students are learning about English language assessment practices. They will now access assessment scores for the student they are working with.

Instructions

1. This activity is designed for you to look at the actions educators can take to understand and engage the linguistic, cultural,  experiential, and social and emotional assets of their students.

2. Use the form from WIDA labeled "Connecting to the Can-Do Philosophy" to reflect on how your teaching practices encourage language learners to show their abilities and work towards their potential. Please consider how enacting these things will improve access to assessment for your L2 learners.

3. Using the "Connecting to the Can-Do Philosophy" on the last page write the specific steps you will take or have taken to implement the WIDA Can Do philosophy and how you could implement it more fully in your teaching. How will implementing these things in your classroom, school, or district improve assessment equity for English language learners?

4. Save the "Connecting to the Can-Do Philosophy" document, print it out, and bring it to the next session.

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