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 5.3 Re-examining Your Final Project

learning_activity.png

Learning Outcome Pedagogical Intent Student Position

Demonstrate knowledge and use of a variety of on-going, classroom-based assessments adapted to student needs.

Assessment: 50 pts.

Due: Session 6

Teachers can improve the quality of their assessments to receive clearer information about student learning of content, performance skills, and language development.

Students have learned about designing traditional paper-pencil tests, alternative assessment and how to develop rubrics and scoring guides. They are now prepared to revise and complete a draft of their unit assessment plan.

Instructions:

  1. Finalize the content and language objectives, student position, learning goals, and acceptable evidence sections of the Instructional Plan. Adjust the plan in each of the these categories based on facilitator and peer feedback. You might also confer with a colleague, your PLC team at your school around this assessment plan. Most importantly use your evaluation by reviewing your plan following the steps in these instructions. If you are working with a partner on the project, you will need to collaborate on this evaluation. You may need to meet or confer with zoom or skype. 
  2. Use the Assessment Literacy Tool. Consider the elements of Useful, Meaningful, and Equitable in relation to your assessment,the directions, and the product students will produce. Also consider whether and how you might use the suggested strategies for accommodating assessment of ELs. Included here is a link to the back of the assessment tool if you do not have a copy.
  3. On the Instructional Plan under Student Work, identify the key assessment activities students will engage in. Under Teacher Work, identify the evidence or methods of gathering evidence you will use to document the achievement of your major content, language, and social/affective
  4. Your plan should include at least 2 informal and 2 formal. One of the formal assessments must be an authentic assessment activity that will use a rubric you design. The other will be a traditional pencil-paper test designed using the Barton and Gibbons booklet you reviewed as part of homework for this session.
  5. Then use the Evaluating Assessment Task Rubrics worksheet based on Gottlieb’s work and examine your unit and the assessments again. Use your findings to support you in revising the assessments, instructions and design of your unit plan.
  6. Next, use the Wiggins Evaluation sheets and reconsider your assessment for the unit in terms of backward design and the relevant issues raised in the worksheet.
  7. Now you have evaluated and analyzed your unit plan, make any revisions (The checklist and rubric for this project can be found at this link if you need it,)
  8. Bring this draft of your unit assessment plan to Session 6 for use in a small group discussion for additional peer feedback and revision.
  9. You will create a poster during session 6 where you display elements of your final project for feedback. You will need hard copies of the documents to attach to the poster. Here are the directions for that poster: Create a poster (20 minutes) on the 11 X 17 paper provided by the facilitator. This should provide details about your EL that you accommodated for in your unit plan, the Content and Language Objectives for the unit being assessed, and at least one authentic assessment with rubric or evaluation criteria (this can be your formal authentic assessment or one of your informal assessments) and one formal traditional test. 

 

End-of-Chapter Survey

: How would you rate the overall quality of this chapter?
  1. Very Low Quality
  2. Low Quality
  3. Moderate Quality
  4. High Quality
  5. Very High Quality
Comments will be automatically submitted when you navigate away from the page.