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

LA 6.2 ESL Assessment Issues

Extracting Practical Suggestions through Analysis

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Learning Outcome Pedagogical Intent Student Position

Understand issues of assessment and accommodation and use a variety of measurement tools to evaluate English Language Learners for placement, proficiency and instruction.

Assessment: 25 pts.

TA: 40 Minutes

Teachers can provide accommodations and adjustments to support their students (particularly ELs) in taking standardized tests.

Students have focused on improving their skills in writing traditional test items.They are now prepared to consider test adjustments and accommodations for second language learners.

INSTRUCTIONS  

PART A: Partner Discussion (20 minutes)
 
PART A:
1.  Begin by downloading Standardized Test Scenario. Read the test scenario and answer these questions:
 
• How is this student’s experience the same and different from ESL students in the United States?
• Why is it important that assessments actually differentiate between what content a student knows and what language the student knows?
 
2. Study and discuss the following charts in relationship to the scenario and answer the questions:
Chart 1: Typical ESL Assessment Accommodation Strategies (scroll down to pages 2-4 of the Standardized Test Senario document linked above.) 
 
Chart 2: The Concepts and Principles of Second Language Acquisition from an Assessment Perspective (scroll down to pages 5- 10 of the Standardized Test Senario document). 
 
• What can I do to support ESL students in testing situations when I cannot adjust the test items?
• How can I modify my own test formats, items, and administration procedures to better support ESL students?
 
PART B: Partner Analysis and Synthesis (20 minutes)
 
3. With a partner, use The Reform Movement Test you analyzed in LA 5.4.  Underline or highlight   the language issues you identify in the test. 
 
4. In response to the items you underlined and using the charts you reviewed, consider how you could accomodate EL students. 
 
5. Each partnership in your group will consider a different student from the two described below. Discuss: If you were going to give this test to the student your partnership was assigned, described below, identify the language issues, cultural issues and content issues that you might need to consider for these two students.
 
6. Review each item and issue you identified concerning the test in relationship to your assigned student. How will you accommodate each of the issues you identified for that student?
 
Student A is a recent immigrant from Mexico who has a solid academic foundation in his native language but little to no oral or written English skills. You do not speak the student’s native language and neither do any of your other students.
 
Student B is a Bosnian student who has been in U.S. public schools for six months. This student has had little formal schooling in her native language. She has begun to speak English with her peers and with you, but still does not have a high literacy level in English or in her native language. You do not speak this student’s native language, but other students in your class do.
 
7. Report what you discussed to your group.
 
8. Working in your four person group based on your discussion and analysis of a student, make a list of practical suggestions you would offer the teachers in your school to guide them in making appropriate accommodations to traditional testing practices for ELs. Turn in your list. Make certain all your names are on the list.

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