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 1.5 Building Knowledge of Types of Assessment

Defining and Analyzing Types of Assessment in Terms of Assessment Literacy and My Practice

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Learning Outcome Pedagogical Intent Student Position

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

Assessment:  25 pts.

TA: 35 Minutes

Teachers will be able to define, categorize and use the assessment literacy chart to examine the assessment types they use. 

Students have watched video segments and studied assessments for placing ELs. They are prepared to describe the assessment types they use and develop deeper assessment literacy.  

Instructions

1. This learning activity has three sections and you will use the Building Assessment Literacy Chart to report your considerations.

2. In your group, study together the  tool--Assessment Literacy Framework: Concepts, Principles, and Checklist Questions. Notice the three main concepts (Useful, Meaningful, and Equitable and the principles and checklists listed in columns to the right of them). 

3. Using the Building Assessment Literacy chart, in section one, list your understanding of the meaning for each of the three main terms: Useful, Meaningful, and Equitable.

4. Now turn to the second section of the chart and provide simple definitions for each of the four terms: formal, informal, formative and summative assessment. 

5. In the same section use the matrix and provide one sentence that describes each square in the matrix.

6. Continuing working in section 2, list a typical assessment in one of the squares in the matrix that you think is an example of that square (remember you explored assessment types in LA 1.1 and through the video segment you watched) . You only need to list one example in each square. (Since where an assessment tool fits in the matrix is partially dependent on the purpose for which it is used provide a sentence after the assessment that explains why it is listed in that square.) 

7. In section 3, list one of the assessments from the matrix and consider issues for each of the three terms: Useful, Meaningful, and Equitable.  In the chart note the strengths and issues for the assessment you listed in terms of these categories. (We have noticed that the two principles under a category have to be balanced for the assessment to work. For example, educative provides a challenge to practical's requirements for feasibility and efficiency.)

8. Be prepared to share with the class, two statements of what your group learned about the types of assessment or in terms of assessment literacy.