1. Susan Brown 2013 Edited by Carolyn Singleton for Praxis Cohort May 2014

2. Purposes of Assessments Assessments serves three important purposes: Identification and program placement of students in need of special services. Program evaluation Documentation of student learning and progress to (a) inform instructional decisions (b) communicate progress to parents Can you think of some examples of these types of assessments at your school? TTYP and discuss for 1 minute. Peregoy S., Boyle D. (2005)

3. Sources of Assessment Data Formal assessments: standardized tests in reading, language arts, mathematics, and science that are administered in a group setting Individual test to identify students with special learning needs are formal assessments as well. Informal assessments: teacher –made test, checklists, anecdotal observations, and student work samples ESL teachers use all of these types of assessments at different times with students. Peregoy S., Boyle D. (2005)

4. Formal vs. Informal Assessments Formal AssessmentsInformal Assessments Compare individuals and groups with established norms Compare individuals with themselves or small groups within a class Usually short answers or multiple choice items Can be student work samples and student interactions in a classroom setting Can be easily scored and may produce anxiety Occur naturally in the classroom and do not produce anxiety Peregoy S., Boyle D. (2005)

5. Performance Assessments Involves direct observation and measurement of the desired behavior This can incorporate elements of formal or informal assessments. Discuss an example of how a performance assessment can be formal or informal. Be ready to share an example you may have used. Peregoy S., Boyle D. (2005)

6. Criterion-referenced vs. Norm- referenced Assessments Criterion-referenced Assessments Norm-Referenced Assessments Each students’ performance is compared to a pre-defined set of criteria or a standard (score of 4.8) Compared with peers and rank based on the scores (top 25%)

7. What is the difference between… Needs Assessment p.56 Have as much info. as you can about learners and their needs. Set realistic learning targets Observations, interview, survey, placement tests Teach what they need. How are they expected to use English? (social and academic contexts) Diagnostic Assessment Large scale assessment Based on standards and objectives (CCSS) Determines placement, proficiency and achievement. Can identify strengths and weaknesses. ACCESS

8. Language Program Placement and Exit Tests Student goes to the International Center for enrollment. Student is administered the W-APT if other language is spoken at home. W-APT determines LEP status and ESL services. If LEP, student receives instructional modifications and, if applicable, testing accomodations. Student is administered the ACCESS test, which determines if services continue or if student exits program.

9. W-APT WIDA-ACCESS Placement Test Features Five English Language Proficiency (ELP) standards: Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies (taken from: http://www.wida.us/assessment/w-apt/#about)

10. W-APT Test forms are divided into five grade-level clusters: Kindergarten Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12 assesses the four language domains of Listening, Speaking, Reading, and Writing. individually administered and adaptive, meaning that parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling." (taken from http://www.wida.us/assessment/w-apt/#about)

11. W-APT Kindergarten K, and first semester 1st grade students. single, individually-administered test with a combined Speaking/Listening component. The Reading and Writing tests make up a separate test which is optional, and only for students with some literacy skills. scores for Speaking and Listening are marked as showing low, mid, high, or exceptional proficiency.

12. ACCESS Test Assessing Comprehension and Communication in English State-to-State for English Language Learners Kindergarten through 12th graders who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English.

13. ACCESS Test Features Five English Language Proficiency (ELP) standards: Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies

14. ACCESS Test forms are divided into five grade-level clusters: Kindergarten Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12 Within each grade-level cluster (except Kindergarten), ACCESS for ELLs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each students' range of language skills.

15. Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.

16. Styles and Learning Strategies Style refers to individual preferences, styles that characterize a general or dominant pattern in your thinking or feeling. (visual, kinesthetic, reflective, etc) Strategies are specific methods, actions, steps or techniques for approaching a task or problem to achieve a particular end.

17. Strategies MetacognitiveCognitiveSocioaffective Information-processing theory: planning for learning, thinking about, monitoring and evaluating the learning process Manipulation of the learning material itself Social mediating and interacting with others Making connections Paying attention Setting goals and objectives Self-monitoring Self -evaluating Repetition Practice Note taking Summarizing Analyzing Resourcing: Using materials Cooperating with others Asking questions Asking for clarification Developing a cultural understanding

18. Can-Do Descriptors – guide your planning and assessment:

19. Objectives Language Ojectives (How) Content Objectives(What) How With a partner, ……on a VennDiagram. What compare the government structure of the United states with England.

20. Accommodations Accommodations – supports given during assessment. Separate setting, extra time, use of bilingual dictionary, read aloud, etc. Modifications – changes to the way you teach or present material: Adding Pictures, Using Simple Phrases and Definitions, Pacing, Alternative Assignments, Presentation of Subject Materials, Alternate materials, Grading, Behavior

21. EC and TD Candidates How could you support an ESL student that is EC or TD? Modifications How can you tell if language is the issue or if it is a cognitive problem? Look at first language acquisition for more cognitive problems. Be aware of language acquisition stages to determine issues.

22. Terms to Know p. 310-312 Validity - the extent to which a test measures what it claims to measure. Tests need to be valid so that results can be used accurately. Reliability – consistency of test results. Give a test twice, the results should be the same. Language or cultural bias – free from dialects, content, and topic (holidays that are culture-specific); group performance. Scoring concerns – differences in subgroups; When to reclassify a student back into ESL

23. Self and Peer Assessment Develops a deeper understanding of what they are expected to learn and do. Look at strengths and weaknesses Gage proficiency and growth

24. Assessment Ideas p.323 Multiple choice tests Gap-filling texts (CLOZE) Rubrics Check-lists Labeling Sorting Essay Report Presentation Poster/Projects Journaling/blogging Observation Lab reports Learning logs Portfolio Interview Role play

25. Assessment Scenarios: You have a novice 10 th grader taking civics. How would you assess her listening and speaking skills? You have a 1 st grader studying plants. What kind of assessment would you use to assess all 4 domains: reading, writing, listening, and speaking? You have an 8 th grader studying the cultres of Africa. How would you assess all 4 domains: reading, writing, listening, and speaking?

26. Assessment Scenarios: You have a 5 th grader studying the water cycle. Develop an assessment that assesses the content and two of the domains. You have a 6th grade EC student. How would you assess their growth in literacy using the 4 domains?

27. Test Questions Test Questions dealing with assessment: