CoverWelcome 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

Explanation of the Template

Learning Outcome, Pedagogical Intent, Student Position

Each book is divided into eight sessions. Each session contains the activities and homework that are the content for the session. Each learning activity (LA), Video Segment (AVG)  and  Homework (HW) represents an individual chapter in the book. The chapter label represents the content of the chapter. Each chapter begins with a LA or HW Template. The header contains the objective, the pedagogical intent, and student position that capture the essence and animate the intended learning and outcomes for the activity represented. In addition, the LA and AVG include the time allowance and the points represented by them. The HW includes the number of points. LA/AVG and are each worth 25 points and the HW are each worth 50 points. (The total point sheet document identifies the points possible accross the course and is found just before Session 1 in every course). Following the template are the instructions for each LA, AVG, or HW. There are links in the homework that will take you to worksheets, readings, or videos or other items the learner will need to complete the task describe in the instruction. The AVG's represent video segments, or sometimes powerpoints. These usually are accompanied by Activie Viewing Guides (AVGs) or worksheets to support learners in extracting meaning from the digital materials. These are provided to model the ways in which in your teaching as teachers you need to consider your use of digital materials as texts and enable students learning from these texts. 

Each element in the template is important for making explicit participants learning. The learning outcome is anchored to the state standards for an ESL Endorsement and is based on the national standards for teaching ELs. The pedgogical intent informs the participant and the facilitator of the learning aim and goal of the specifica activity. Attention to the pedogical intent enabled us as designers and enables facilitators to target the activity and make sure that the activity, the interactions asked for, and the materials provided will work in concert to enable participants to not only learn but also take up in their practice the ideas embedded in the activity. When designers and teachers think through the instruction they are providing for students in this way it allows them to be strategic in creating powerful learning experiences. In desigining LA and HW using pedagogical intent to guide their design and construction enabled the authors to make certain that the LA and HW would position students for the learning experiences in a session. 

In addition to providing the learning outcome and the statement of pedagogical intent, the template includes a student position statement. While the pedagogical intent focuses on desired learning from the activity, this statement articulates the history of learning events that have prepared the student to engage in this learning experience. It provides an explanation of the knowledge and experiences that have prepared students to engage in this next learning experience. 

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