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

LA 2.3 Planning for the Final Project

Reviewing the Project, Finding a Partner, & Making Initial Desicions

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Learning Outcome Pedagogical Intent Student Position

Use assessment data to plan, adapt and implement instruction for English language learners according to their level of English language proficiency.

Assessment: 25 pts.

TA: 30 Minutes

Teachers can use an asset-based perspective as they plan lessons and assessments for their students

Students are in the midst of studying one of their students to determine how to create assessments which all students have access to. Now they will begin the final project for the course using the materials and discussion to illuminate their learning.

Instructions

    1.You will work in a professional learning community. You should cluster into groups that represent your grade level of content. There should be 3-4 people in your group. If you can find a partner who is at your same grade level (elementary) or your gade and content level (secondary) or your work asssignment, you can work in partnership. (If you work on an assignment other than teaching and no one else in your cohort has a non-teaching assignment, you can pair with a person who is at the same grade level as your assignment and pair with them).

    2.Read the overview of the final project together as a group. See the final project instructions in LA 6.5.

    3.Your group will team together to support each other working individually or in pairs to develop each section of your final project.  

    4.You will have some time to collaborate on the project during class. Each component will be addressed in the following class session.

    5.Use the Final Unit Lesson plan template and working individually or with a partner complete the following items:

    a. Indicate the grade level or content of the lesson plan.

    b. Select a grade level standard for your unit plan. Here are some guiding questions to help you choose a standard, and facilitate your final project:

    1) Identify a lesson plan you would like to develop stronger assessment for. 

    2) If you are working with a partner choose a standard and a unit plan you are both willing to work on. If your faciliator allows you to partner with someone at a grade one level above or below yours, you will need to select a standard that is fairly common to both and that either of you could use in your class. 

    c.Based on the WIDA language proficiency scores of your students choose the language domains (listening, speaking, reading and writing) that will be addressed in your Final Unit Lesson.

    d.Your final lesson plan will need to support students’ language acquisition in the language domains you identified.

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