cima © 2008 center for intercultural and multilingual advocacy welcome! esl assessment opening...
TRANSCRIPT
CIMA © 2008
Center for Intercultural and Multilingual Advocacy
Welcome!
ESL ASSESSMENT
Opening Session
CIMA © 2008
Our mission for today is…
• Review past learnings from the Methods course.
• Explore the critical concepts related to the Assessment course.
• Analyze variations between Traditional and Non-traditional Assessments and how they relate to classroom practice.
CIMA © 2008
We will accomplish this mission by…
• Sharing successes/challenges from the Methods course.
• Actively listening for the concepts outlined in each session.
• Using various assessment strategies to identify the role that assessment plays in the classroom.
CIMA © 2008
Thumb Challenge!
• Choose a partner and sit eye-to-eye, knee-to-knee.
• Thumbs at the starting line.
• Challenge your partner!
• If you come across a term that neither person can define/explain, please raise your hands.
CIMA © 2008
BICS/CALP CUP/SUP
PEPSI Foundations of Instruction TPSI
CLD Student Biography
CLD Differentiation
Exploring the Effectivenessof Strategies
Thumb
Challenge
Word
Splash
Academic
Development
Vocabulary Development
Oral or Written
Language Development
CIMA © 2008
U-C-ME (Uncover, Concentrate, Monitor, Evaluate)
•Uncover your prior knowledge by writing what you think of when you hear the term “assessment”.•As you go through the session, you will Concentrate on questions posed and Monitor your learnings by writing responses, ideas, or answers.•The final product can be used to Evaluate your learnings by you, your peers, or instructor.
CIMA © 2008
U-C-ME (Uncover, Concentrate, Monitor, Evaluate)
Assessment
Insert your
question here
Inse
rt y
our
ques
tion
her
e
CIMA © 2008
U-C-ME (Uncover, Concentrate, Monitor, Evaluate)
Assessment
Insert your
question here
Inse
rt y
our
ques
tion
her
e
What are the
critical dimensions
of assessm
ent
CIMA © 2008
4-Dimensional Assessment (A Framework for Assessment)
CLD Student Biography
InformingInstruction
Interaction, Application, Accommodation
Evaluation:Beyond a Letter/NumberGrade
CIMA © 2008
Session One: Wedged Between the Politics of Assessment:
Accountability, Thinking, and Learning
• Assessment for CLD Students within classroom
practice.
• Assessment before, during, and after instruction.
• Court cases and the Office of Civil Rights [OCR].
• 4-Dimensional Assessment
CIMA © 2008
Session One: Wedged Between the Politics of Assessment:
Accountability, Thinking, and Learning
Topics to be addressed in this seminar include:
• Framing assessment for CLD students within classroom practice.
• Identifying the phases of assessment before, during, and after instruction.
• Exploring both instructional assessment and assessment for multiple purposes.
• Viewing assessment within different contexts.
• Beginning to examine and question your own instructional assessment for CLD student success.
CIMA © 2008
DOTS Chart(Determine, Observe, Talk, Summarize)
• Individually, on the DOTS chart write words that come to mind when you hear the words “authentic assessment.”
• Individually make connections to key vocabulary.
• Once you are done with the chart share your ideas with a partner/exchange words.
• Orally summarize what session one is about with a your team. Remember to use key vocabulary from your DOTS chart!
CIMA © 2008
A-B
C-D E-F
G-H
I-J K-L
M-N
O-P Q-R
S-T
U-V-W X-Y-Z
Authentic Assessment
CIMA © 2008
A-B
C-D E-F
G-H
I-J K-L
M-N
O-P Q-R
S-T
U-V-W X-Y-Z
Pre-Instructional
Assessment
Practice/
Application
Post-instructional
Assessment
CLD Student
Biography
Acculturation
Language
Proficiency
Authentic Assessment
CIMA © 2008
DOTS Chart
• Empowers CLD students to tap into their
permanent memory and bring forth information
that they can share. This can be applied to any
content area/topic of instruction.
• During instruction you are continually adding new
vocabulary and connecting the DOTS by linking
and building on what CLD students already know.
CIMA © 2008
Session Two: What do Students REALLY Know? Using Authentic Assessment to Inform Practice
• Socio-Affective
Considerations
• Prism Model
• States of Mind
• Interaction
LANGUAGEComprehension L1 & L2Communication L1 & L2
Expression L1 & L2
SOCIOCULTURALLove
LaughterLife
ACADEMICAccess
EngagementHope
COGNITIVEKnowThinkApply
CIMA © 2008
Session Two: What do Students REALLY Know? Using Authentic Assessment to Inform Practice
Topics to be addressed in this seminar include:
• Examining the role of authentic assessment as a tool for informing instruction with your CLD students.
• Exploring the scope of interaction as an integral part of authentic assessment.
• Learning strategies for taking theory into practice.
• Defining key aspects of authentic assessment.
CIMA © 2008
Session Three: Assets as Points of Departure:
Preinstructional Assessment
• “In the Box” Formal Assessments
• Assessments and Placement
• The Acculturation Process
• Home Visits: Asset Discovery
CIMA © 2008
Session Three: Assets as Points of Departure:
Preinstructional Assessment
Topics to be addressed in this seminar include:
• Identifying the attributes of preinstructional assessment.
• Analyzing the role of CLD student biographies in informing assessment practices.
• Discussing Miranda, a case study.
CIMA © 2008
Session Four: Outside the Lines: Language
Assessment for Teaching & Learning
• Language Proficiency Defined
• In the Box: Measuring Language Proficiency
• Outside the Box: Understanding Language Proficiency
• Beyond Oral Language Proficiency
• The Argument for Academic English Language Proficiency
CIMA © 2008
U-C-ME (Uncover, Concentrate, Monitor, Evaluate)
Assessment
Insert your
question here
Inse
rt y
our
ques
tion
her
e
What are the
critical dimensions
of assessm
ent
What do youneed to think
about when assessing CLD
students?
CIMA © 2008
Session Four: Outside the Lines: Language
Assessment for Teaching & Learning
Topics to be addressed in this seminar include:
• Understanding the key elements of assessing language proficiency.
• Exploring transfer of linguistic proficiencies across different languages.
• Discussing, observing, and reflecting upon classroom strategies that can move students beyond the boundaries of traditional language assessments.
• Thinking about classroom practice as language and content bound.
CIMA © 2008
Session Five: Summative Meets Formative in
Postinstructional Assessment
• Bridging Summative & Formative Assessment in Classroom Practice
• Samples of Summative Content-Area Assessment• Using Learning Strategies for Postinstructional
Assessment• Postinstruction Assessment as Summative• When it’s about the GRADE!
CIMA © 2008
Session Five: Summative Meets Formative in
Postinstructional Assessment
Topics to be addressed in this seminar include:
• Exploring summative assessment in practice.
• Identifying the link between formative and summative assessment.
• Reflecting upon the role that postinstructional student assessment plays in practice.
• Distinguishing between formative and summative assessment.
CIMA © 2008
Session Six: Gray vs. Grade:
Authentic Content Assessment
• Assessing Content-area Learning
• The Key to CLD Students’ Academic Success
• Formative Assessment: A Synonym for Learning
• Scaffolding Instruction & Promoting Independence
• Bloom’s Taxonomy
• Using Student Learning Strategies as Tools for Assessment
CIMA © 2008
Session Six: Gray vs. Grade:
Authentic Content Assessment
Topics to be addressed in this seminar include:
• Exploring the multiple dimensions of content-based assessment for CLD student achievement.
• Reflect upon the use of formative assessments to increase student learning and inform classroom instruction.
• Discussing content assessment during the practice and application phase of instruction.
• Discussing peer/self assessment, questioning, and feedback from a nontraditional perspective.
CIMA © 2008
Formative meets Summative
• As a team create a
consequence wheel to
identify the positive and
negative aspects of
formative and summative
assessments in practice.
• Be prepared to share with
the whole group.
Form
ative
Sum
mat
ive
CIMA © 2008
Session Seven: Special Education Issues: Referral,
Intervention, and Assessment of CLD Students
• Three Categories of Learning Problems with CLD
Students
• How IDEA Defines Students with Disabilities
• Approaches to Identification: What do these tests
tell us vs. what are we really trying to ascertain?
• CLD Students with Special Education Needs
CIMA © 2008
U-C-ME (Uncover, Concentrate, Monitor, Evaluate)
Assessment
Insert your
question here
Inse
rt y
our
ques
tion
her
e
What are the
critical dimensions
of assessm
ent
What do youneed to think
about when assessing CLD
students?
Specialeducationconsiderations
CIMA © 2008
Session Seven: Special Education Issues: Referral,
Intervention, and Assessment of CLD Students
Topics to be addressed in this seminar include:
• Understanding the importance of distinguishing disability
• and difference.
• Exploring intervention trends and practices.
• Discuss.
• Discussing critical distinctions between disability and difference and defining appropriate services for CLD students with verifiable disabilities.
• Discriminating between interventions which do and do not address the language and culture of CLD students.
CIMA © 2008
Session Eight: Assessment: The “Missing Link” for
Meeting Standards with CLD Students
• Rethinking our “AIM”: Learning or Testing?
• Checking our Habits
• Assessment Acculturation as a Process: The
U-Curve
• A New Classroom Culture
CIMA © 2008
Session Eight: Assessment: The “Missing Link” for
Meeting Standards with CLD Students
Topics to be addressed in this session:• Connecting standards, assessment, language, and
academic development for CLD students.
• Reflecting upon the roles of teacher and students in creating assessment-driven thinking and learning environments.
• Discussing assessment in our current practice.
• Creating a plan for the self-assessment, peer assessment, and implementation of “new” assessment strategies in classroom practice.
CIMA © 2008
Lets Review!WORD SPLASH
Pre-Instructional Assessment
Instructional Assessment
Interaction(TPSI)
Formative Assessment
Acculturation Summative Assessments
CIMA © 2008
Final Project• Working within the Guidelines?
– In Part One of the project for this course, team members will critically reflect on OCR Guidelines based on the information gathered as Fact Finders.
• Our Learnings in Summation– Team identification and documentation of the implementation
of an authentic formative strategy in a poster presentation format that highlights the implementation of the strategy as a preinstructional, in-process, or postinstructional assessment.
– Specific attention will be given to the monitoring of the impact of the assessment on CLD student learnings.
CIMA © 2008
TimelineYour Feedback Facilitator for this course is_______.
• Timelines are site/session specific.• Assignments are to be submitted electronically to your
Feedback Facilitator by the listed due date.• Please note those assignments that are collaborative and
those that are individual.• Special circumstances: If you or your team are aware of
any conflicts with submitting assignments on time, please communicate this to your Feedback Facilitator immediately.
CIMA © 2008
Revisiting U-C-ME Uncover, Concentrate, Monitor, Evaluate
• As a team, write your answers to the
questions you posed at the beginning of the
session, based on the learnings gained today.• If you posed a question that was not answered,
cross it out and write about something you did learn.• Evaluate your answers and make note of any
unanswered questions to explore further during
the course.
CIMA © 2008
Team Formation
• 3-5 team members• Choose a NEW designated “Team Leader”• Remember essential elements for making your
team work:– Common mission/shared goals
– Individual contributions
– Clear communication
– Clarify what worked and what didn’t.
CIMA © 2008
Syllabus & Course Review• 8 DVD Sessions & CEC Exercises
– Each session viewed as a team– CEC exercises completed as a team
• Collaborative Team Course Project• Individual Reflection Wheel Journals• Individual Content-Based Assessments• Textbook: Assessment Accommodations for
Classroom Teachers of Culturally and Linguistically Diverse Students (Herrera, Murry, & Morales Cabral, 2007).
CIMA © 2008
HAVE A
GREAT SEMESTER!