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 1.2 Considering a Learner's Assets

Tools for Getting to Know a Student

learning_activity.png

Learning Outcome Pedagogical Intent Student Position

Articulate issues of assessment as they affect learners’ development of English language skills, their access to the Utah core curriculum, and their placement in appropriate programs.

Assessment: 25 pts.

TA:30 Minutes

Teachers, having assessed themselves in the four areas,will be able to approach their students with an asset-based rather than a deficit-based mindset.

Students have learned about second language acquisition and legal issues related to English language learners.  They will assess themselves regarding their linguistic, cultural, experiential, and social-emotional aspects.  

Instructions

1. Using the learner’s asset graphic organizer fill in your own social & emotional, cultural, linguistic and experiential assets:

    a. Linguistic: reflect upon how your use of language shapes your personal identity.

    b. Cultural: reflect upon how your cultural heritage, beliefs, values, and thinking influence others.

    c. Experiential: do you feel your interests are portrayed in your teaching? How do these interests influence the learning in your classroom?

    d. Social and Emotional: reflect on how your students might perceive you through the stories, pictures and/or background information that you share with them.

Click and download the Asset Graphic Organizer to fill it in.

2. Next, working with a partner and using the Inclusive Pedagogy Framework and the details from the Asset Graphic Organizer, consider yourselves as learners and fill in information in the framework. 

3. In your group, what did you learn about yourself and partner through this exercise?

4. How might your education have been different if your teacher had fully considered your social, emotional, cultural and language and literacy assets and other talents and strengths, the policies and programs that could support you, taken different perspectives, held higher expectations, used all they knew about teaching and learning and considered each child as they planned for and enacted instruction and in their assessment of your learning? How might the language and literacy development of the ELs you teach be different if you attended to these issues in your teaching?

5.Think about your own educational experiences. How was your education different when teachers took an assets approach? How has your interaction with your students shifted when you intentionally took an asset rather than deficit approach? What are some assets your ELs bring to the classroom that you might be ignoring and how could you use them in developing ELs language and literacy development?