1. PORTFOLIO ASSESSMENT OF ELLs Presented By: Michelle Wolf &Mischa Dorr-Ames

2. EDU 503: Assessment of ELLs Students in EDU 503 will identify ways to assess ELL students using portfolios. Students will identify the standard, assess using an open- ended question with a rubric, peer edit, incorporate language objectives, and analyze student work with colleagues to identify strengths and weaknesses

3. Portfolio Table of Contents Portfolio ItemsDate Formative Assessment #1 Peer Reviewed Rubric Final Rubric Formative Assessment #2 Peer Reviewed Rubric Final Rubric

4. Explain how the author’s use of text features/graphic features helps you to understand the text. Use specific examples from the text in your response. __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________

5. Rubric: Student identifies at least 2 text features/graphic aids 2 points Student explains how it helps he/she understand the text 2 points Student uses correct sentence structure 2 points

6. INDICATOR Identify and use text features to facilitate understanding of informational texts www.mdk12.orgwww.mdk12.org - VSC indicator

7. www.mdk12.orgwww.mdk12.org - Common Core Standards

8. www.mdk12.orgwww.mdk12.org - Common Core Standards

9. STANDARD Analyze the structure of text including how specific sentences, paragraphs, & larger portions of text relate to each other & the whole www.mdk12.orgwww.mdk12.org - Common Core Standards

10. www.mdk12.orgwww.mdk12.org - ELL Common Core Standards

11. www.mdk12.orgwww.mdk12.org - ELL Common Core Standards

12. www.mdk12.orgwww.mdk12.org - ELL Common Core Standards

13. felizhappy tristesad aburridobored/boring cansadotired

14. enfermosick Mas o menosSo-so nerviosonervous emocionadoexcited

15. confundidoconfused malbad sorprendidosurprised

16. Text/Graphi c Features

17. Peer Review/ Rubrics

18. Specific/Foc used Feedback

19. Rubric: 3 points What is the text feature? How does it help you? Explain how

20. Rubric: 3 points What is the text feature? How does it help you? Explain how

21. Rubric: 3 points What is the text feature? How does it help you? Explain how

22. Rubric: 3 points What is the text feature? How does it help you? Explain how

23. An ABC Book of Text Features

24. A is for A A uthor Notes- A note to readers about making the book.

25. B is for B B old Print- words with thick heavy lines. Brainy Bees Know Two from Three

26. C is for C C aptions- Information that is near a photograph or illustration that it tells. Honeybees have some basic numerical abilities, a new study found. They can recognize a pattern based only on the number of elements in it. For example, if the bees learn to recognize three blue dots, then later they can find three yellow stars, three yellow lemons or three purple blobs.

27. D is for D D iagrams- is a drawing of something to show its parts. Labels are often added to the diagram.

28. E is for E E ndpages- additional information that supports the book.

29. F is for F F onts- The way the typing looks. You will find words in bold and color print in books.

30. G is for G G lossary- A alphabetized list of special words in a book and their meanings.

31. H is for H H eadings- The title, subtitle, or topic that stands at the top or beginning, as of a paragraph, letter, or chapter.

32. I is for I I ndex- An alphabetized list of key information including page numbers. This can be found at the end of a book.

33. J is for J J ust say it! A pronunciation guide is when the writer spells out the words phonetically, often in parentheses. This helps us say the word correctly. "The Gila (HE-la) Monster is a kind of lizard."

34. K is for K Map K ey- Helps the reader know how to interpret information on a map.

35. L is for L L abels- Helps the reader identify parts of a diagram.

36. M is for M M ap- Helps the reader understand where things are in the world.

37. N is for N N on-Fiction Text Features Helps readers better understand what they are reading about. Gives us extra information. Text features can be found in textbooks, magazine articles, reports, web pages, and other forms of non-fiction text.

38. O is for O ClOse Up- Helps the reader see details in something small.

39. P is for P P hotographs- Helps the reader better understand a picture or photograph.

40. Q is for Q Q uestion Format- Questions the author includes in the text for us to think about.

41. R is for R R eference pages- Helps the reader understand information in the book.

42. S is for S S idebars- Boxes of information to the side of the main text/column.

43. T is for T T able of Contents- Helps the reader identify key topics in the book in the order they are presented.

44. U is for U U nderline- Helps the reader understand that a word or words are important.

45. V is for V V erso Pages- In page layout, the verso pages are the even-numbered pages on the left side of a two-page spread.

46. W is for W DraWings- Helps the reader understand what something could have looked liked.

47. X is for X Appendi X - Additional information located at the end of a book.

48. Y is for Y Cutawa Y - Helps the reader understand something by looking at it from the inside.

49. Z is for Z ItaliciZed Words- Helps the reader understand that the word italicized is important.

50. Striving For Authentic Assessment of ELLs

51. How do teachers grade ELLs that are newly arrived versus those that are ready to transition into general education classes? Multiple sources for grading are needed so that a students academic knowledge and level of English language proficiency are assessed. Representation of the following is needed: o Student self-assessment (the older the students, the greater responsibility for their own learning o Performance assessment (where students have opportunities to demonstrate learning through tasks and projects that are interpreted by rubrics) o Traditional testing formats Gottlieb, M. (2006). Assessing English Language Learners bridges from language proficiency to academic achievement. Thousand Oaks, California: Corwin Press.

52. For English Language Learners, challenges on assessments can arise from unfamiliar vocabulary use, limited schooling experiences, and limited schooling in L1.  Background knowledge and past educational experiences also play a role in how ELLs perform on standardized assessments.  Questions that ask students to reflect past experiences with particular school- based practices may not produce an accurate assessment of English proficiency; a student with less experience about certain activities mentioned would be graded lower than a student who has more experience with such activities. Yet these students may have the same language ability.

53. The key to successful performance based assessment lies in Gottlieb’s extended metaphor of a bridge that connects classroom activities with real-world activities and language to what they are learning. Performance-based assesment gives teachers various ways to obtain information about their ELL students and can provide a complete picture of what these students know, how they interpret the material, and what they are capable of doing.

54. CATEGORYExceeds Goal - A Meets Goal- BApproaching Goal - CNeeds Improvement - D Focus on Topic (Content) There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information. Sequencing (Organization) Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organized. Performance Speaks loudly, clearly, and keeps eye contact with the audience throughout the entire presentation. Accurately demonstrates all of the needed steps. Speaks loudly, clearly, and keeps eye contact with the audience throughout most of the presentation. Demonstrates most of the needed steps. Sometimes speaks loudly, clearly, and keeps eye contact with the audience during the presentation. Demonstrates most of the needed steps. The presentation was difficult to hear, the presenter did not look at the audience, or did not demonstrate the steps required. Transitions (Organization) A variety of thoughtful transitions are used. They clearly show how ideas are connected. Transitions clearly show how ideas are connected, but there is little variety. Some transitions work well; but connections between other ideas are fuzzy. The transitions between ideas are unclear or nonexistant. Formative Assessment can enhace learning when it provides students with feedback about specific qualities of their work, and about how to improve.

55. Rubrics are effective when they give immediate and corrective feedback “Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve and should avoid comparisons with other pupils.” WestEd. (2010). “Formative Assessment: Not Just Another Test.” R&D Alert, Vol.11, No.2. San Francisco, CA: Author. “Empirical studies document that faculty and students find rubrics to be a useful and appreciated means of communicating the expectations of assignments and providing a clear set of standards by which student work will be assessed. A small number of studies demonstrate a connection between rubric use and higher levels of performance.” Cheyney, D. (2010). The use of rubrics for assessment of student learning in higher education. (Doctoral dissertation), Available from EBSCOhost. (978-1-1245-3922-5)Retrieved from http://gateway.proquest.com/openurl?url_ver=Z39.88- 2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdis

56. 1.The student and teacher share a common understanding of what is quality work. They have the same standards for achievement. This can be achieved with a rubric. 2.Student and teacher can compare the student's performance to these standards. ◦The student assesses as s/he is working on the task at hand, and upon completion. 3.Following the assessment, teaching and learning activities are adjusted to close the gap between the student's performance and the standard. ◦The teacher not only assesses the student's performance, but also provides feedback (guidance) to the student enabling him/her to improve his/her performance. ◦The student will use what s/he has learned from the assessment to improve future performances. Work can be collected in a portfolio. ◦The teacher also assesses the instruction that preceded the performance. The teacher will adjust their instruction based on this assessment.

57. Assessment Portfolios

58. Research based info on assessment portfolios will go here

59. Assessment Portfolios can also “Go Live” By giving students the option to post their assessment portfolio online, this will expand their audience, connect them to the outside world, increase their technology skills, and most likely increase motivation to post their best work. http://echucaelearning.wikispaces.com/Digital+Portfolios