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 6.4 Evaluating and Adjusting Record Keeping

Tracking Student Learning

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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: 50 pts.

Due: Session 7

Teachers will refine their systems for recording and tracking student learning.

Students have learned about multiple forms of assessment, issues with grading, as well as coherence and alignment. They are now ready to consider how to track student learning and performance. Instructions

 
1. Identify two people in your school who teach in your subject area or grade level and interview them about their systems for collecting, evaluating and recording student work. In your interview, question them about how they keep track in their recording system of student learning that shows up in classroom discussion, project work or other kinds of informal ongoing assessment.
 
2.Review the computer programs available for you to track students' work. Examine the complete potential of these systems to include notes, observations, documents.
 
3.Examine your own record keeping system. The over-arching concern is how will you or do you track student learning both formally and informally to enable you to have an accurate record of student and progress and growth. Identify how you do the following. Keep track of:
 
a.Assignments and the scores attached
b.Informal ongoing assessment evaluations (such your informal observations of their participation and performance in class activities and group work).
c.Records of authentic assessment performances.
d.Materials from projects that demonstrate growth (or not) to be shared at parent teacher conferences
e.Documents for reporting individual student work.
f.Periodic observations of students’social interactions (particularly in group work or periods before and after class).
 
4.Create a document where you record what you learned in each area identified in the list above.
5. Outline your current or adjusted and proposed record keeping system.
6. Bring your report of keeping track and your outline of your current, adjusted or proposed system and bring it to class to share in session 7.
 
 
 
 
 
 
 
 
 

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