a new assessment for english language learners tesol k-12 dream day march 26, 2014
TRANSCRIPT
A New Assessment for English Language Learners
TESOL K-12 Dream Day
March 26, 2014
A New Assessment for English Language LearnersProject Overview
Where We’ve Been and Where ELPA21 is Taking Us
New English Language Profi ciency Standards
Project Overview
Funded in September 2012 by the U.S. Department of EducationAwarded $6.3 million four-year Enhanced Assessment Grant Supplemental funding of approx. $2.7 million anticipated to support an accelerated timeline to delivery operational summative assessment in 2015-16Fiscal Agent: Oregon Department of EducationProject Management Partner: Council of Chief State School Officers (CCSSO) 11 participating states
State Collaboration
ELPA21 is a consortium of 11 states — Arkansas, Florida, Iowa, Kansas, Louisiana, Nebraska, Ohio, Oregon, South Carolina, Washington, and West Virginia — developing an assessment system •Initially providing a summative online assessment and online screener•Designed to measure the performance of ELLs as they progress through their K-12 education and achieve college and career readiness through the new English Language Proficiency (ELP) Standards that correspond to academic content standards in English language arts, mathematics, and science
• Will report on the four language domains (reading, writing, speaking, and listening)
Collaboration with Partners
•Additionally, the following organizations are working with ELPA21• Understanding Language Initiative (Stanford University)• National Center for Research on Evaluation, Standards, and Student Testing (CRESST) of the University of California, Los Angeles
• National Center on Educational Outcomes (NCEO) of the University of Minnesota
• Council of Chief State School Officers (CCSSO) as project management partner and
• Oregon Department of Education as the lead state agency
ELPA21 Vision and Mission
Vision: To provide assessments that best measure English language learners’ mastery of the communication demands of states’ rigorous academic standards.
Mission: Acknowledging the diverse and rich language experiences English language learners (ELLs) bring to school, we recognize their English language proficiency is constantly growing. ELPA21 measures that growth based on the new English Language Proficiency Standards and provides valuable information that informs instruction and facilitates academic English proficiency so that all ELLs leave high school prepared for college and career success.
ELPA21 Consortium States
Assessment System Features
•Comprehensive web-based delivery building from features and input from each ELPA21 state including Kansas’ instructional models, Iowa’s professional development, Washington’s scale, and Oregon’s semi-adaptive ELPA.
•Innovative Technology Enhanced Items by Educational Testing Service.•Cohesive system to integrate with existing district policies and enhance the student’s experience through strong engagement, and minimal testing time.
•High quality communications for the states’ adaptation for constituents and high quality resources for professional development.
•Sustainability to respond to states’ need for valid and reliable assessment, maximize information, and minimize cost.
System Timeline
•Item Bank (ongoing)•Cognitive labs for item types and pilot test delivery features (Fall 2014)•Field Test (Window: March-April 2015)•Operational Summative Assessment (Window: February-April 2016 pending additional US DOE funding)•Operational Screener Assessment (Window: September 2016 – June 2017)
Where We’ve Been and Where ELPA21 is Taking UsKenji Hakuta, Director of the Understanding Language Initiative of Stanford University and Principle Investigator for ELPA21
The Cyclops Problem
Old Paradigm
Content LanguageMostly
vocabulary,grammar
New Paradigm
DiscourseText (complex text)
ExplanationArgumentation
PurposeTypical structure of text
Sentence structuresΔVocabulary
practices
LanguageContent
ELPA21 Theory of Action
•The first language and literacy knowledge and skills many ELLs enter our schools with ultimately enhance their English language and literacy acquisition.•We are in the unique position of fully integrating and supporting standards, assessments, technology, teacher and administrator support — all leading toward better systems of support and learning for ELLs.
March 12, 2014 COSA - Eugene 15
Three Legs of the Language Stool
•Learning through discourse
•Engaging with text and images
•Writing about evidence, reasoning and argument
ELL Cross-Consortium Group
•Participants: PARCC, Smarter Balanced, DLM, NCSC, WIDA, ELPA21, and researchers
•Common definition of an English Language Learner
ELPA21’s Progressive & Innovative Approach to New ELP Standards, Professional Development, and ELL Assessment Martha Martinez, Education Specialist, Oregon Department of Education, and ELPA 21 Performance Standard Setting, Data and Reporting Team
Fundamental Shift in How Language is Viewed: The New ELP Standards
Our overarching focus addresses the following question:•What does it look like when English language learners
(ELLs) use language effectively as they progress toward independent participation in grade-appropriate activities?
See Understanding Language video of Aída Walqui: Language and the Common Core State Standards, “Language as Action”http://www.youtube.com/watch?v=T3YJx8ujoto
New ELP Standards
•States’ role in the development of the standards• Looked at all of the research and guidance and benefited from earlier efforts – our standards are cleaner, more strategic.
• The New ELP Standards were drafted by WestEd, the Understanding Language Initiative of Stanford University, and CCSSO with input and guidance from states
• 7 states have adopted the ELP Standards
New ELP Standards
•How are the new ELP Standards being used in the development of the ELPA21 assessments:• Teachers across the 11 states will be involved in writing 25% of the assessment items • Practical experience of teachers and teachers get benefit of helping to build the assessment building and write items and connecting their instruction to the types of knowledge they want to assess
New ELP Standards
•States are benefiting from the research, expertise, and education theories of our partners while our partners are learning from the on-the-ground implementation•Professional development• Massive Open Online Course(s) (MOOC)
Questions?
Kenji Hakuta, Lee L. Jacks Professor of Education Stanford UniversityPrinciple Investigator for [email protected]
Margaret Ho, WELPA CoordinatorWashington State Office of Superintendent of Public InstructionELPA 21 Executive Board [email protected]
Martha Martinez, Education Specialist Office of Learning – Equity Unit, Oregon Department of EducationELPA 21 Performance Standard Setting, Data and Reporting Team [email protected]
The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal government.