formative portfolio assessment in the esl classroomwidaconference.us/past-conferences/2016/10.13.16...

Formative Portfolio Assessment in the ESL Classroom

WIDA 2016: Formative Portfolio Assessment 1

Ask for input – Experiences using portfolios

What do you know about how others have used portfolios

or other questions

Portfolio Assessment

WIDA 2016: Formative Portfolio Assessment4

Portfolio Type Assessment Purpose Description

Showcase assessment of learning

assessment as learning

created by student with help from teacher; demonstrates student’s best work, reflections, self-assessments

Summative Evaluation assessment of learning maintained by teacher; collection of summative pieces that shows achievement of specific goals; used for assigning grades or evaluating placement in a program

Formative Evaluation ongoing assessment of learning for the purpose of planning instruction

maintained by teacher; data that shows both needs and achievement; used to inform instruction and student’s goals

Assess the “Whole Child”• true picture of depth and

breadth of language proficiency (Brown, 2004)

• rate and level of learning in comparison to true peers and self measured over time

• review of educational, cultural, and family information


http://www.ascd.org/whole-child.aspx

• Shows specifically what a student can do.

• Shows specifically what a student needs.

• Assist teacher in planning personalized learning experiences.

• Useful for parent conferences or intervention team meetings.

Advantages


• Grade 7

• Birthdate: 01/01/2003

• Birthplace: Tanzania

• First, home, and most spoken language outside of school: Kirundi

• First enrolled in U.S. School: January, 2014

Elsie


Performance Definition


ACCESS Scores*

*Report generated by ELLevation software

WIDA Performance Definitionsfor Current Level


Assess the “Whole Child


Can Do Descriptors for Current Level*Grade Level Cluster 6-8: English language learners can process

or produce the language needed to:

*Generated by ELLevation software

WIDA Performance Definitionsfor Next Level



Can Do Descriptors for Next Level*Grade Level Cluster 6-8: English language learners can process

or produce the language needed to:

Listening - level 3

Process recounts by • Matching main ideas of familiar text read aloud to visuals • Stating the next event in a series based on clues from narrative or informational oral texts

Speaking - level 3

Recount by • Relating a series of events by expressing time in multiple tenses • Connecting ideas in content-related discourse using transitions

Reading - level 3

Process recounts by • Identifying topic sentences, main ideas, and details in paragraphs• Connecting people to actions based on oral descriptions with details

Writing - level 3

Recount by • Producing short paragraphs with main ideas and some details • Composing dialogues or blogs based on personal experiences

*https://www.wida.us/standards/CAN_DOs/

1. In depth student profile

1. Baseline data of speaking, listening, reading, and writing

1. Continuing data from in depth analysis of speaking, listening, reading, & writing

1. Student self-assessment

1. Anecdotal observations

Information to Include in Portfolio


● refugee family fled Burundi

● Time in schools outside of U.S. reported to be interrupted and limited compared to U.S.

● Parental education level - primary school

● Father still in Burundi

● Mother works nights -minimum wage job

● Interests- dance, hairstyles, African pop music (in Kirundi/Swahili), loves Junie B. Jones and Arthur books

Elsie’s Profile


Conversation Transcription


Rachel – Tell me what you have been learning about this [a diagram from MyPlate.gov]

Elsie – Fruits this whole week.

Rachel - So like next week you might talk about vegetables?

Elsie – We talking the whole thing.

Rachel – what have you learned about all those things you need to have on your plate?

Elsie- Fruits haves mango, grapes, right? And vegetable have beans? And chicken, right?

Rachel – Chicken?

Elsie – Oh chicken’s a protein.


Alphabet Checklist


Sight Word Inventory


Writing Sample

m=meaning; s=structure/syntax v= visualWIDA 2016: Formative Portfolio Assessment

19

Running Record


Self-Analysis


Analysis● short phrases and sentences

● some specific content vocabulary

● reads at about the 1st grade level independently

● mostly looks at visual aspect of word to figure it out

● has trouble distinguishing /r/ & /l/ sounds

● confuses Cc & Ss, Gg & Jj

● does not know &/or confuses with and went in print


Analysis continued● incomplete acquisition of linking verbs

(to be/have)

● incomplete acquisition of past progressive tense

● unsure of when to use the infinitive form (to +verb)

● confuses the present and past forms of verbs

● incomplete acquisition of article use

● incomplete acquisition of 3rd person present tense -s phoneme


Develop a Lesson Plan● Choose a WIDA standard and a grade level state

content standard.

● Determine content objective/s. Describe scaffolding you would use.

● Determine specific language objective/s. Describe scaffolding you would use.

● Use Elsie’s profile information and data analysis to inform your lesson plan.

● Utilize the level 2/3 Performance Indicators and Can-Do Descriptors as resources for developing your lesson.


Gallery Walk


Question & Comments

Brown, C.L. (2004). Reducing the over-referral of culturally and linguistically diverse students (CLD) for language disabilities. NABE Journal of Research and Practice, 2(1), 226-243.

Portfolio based language assessment: Guide for teachers and programs.(2015). Ottawa, Ontario: Center for Canadian Language Benchmarks.

Gómez, E. L. (1999). Assessment portfolios and English languagelearners: Frequently asked questions and a case study of the Brooklyn International High School. Providence, RI: The Education Alliance, LAB at Brown University. Retrieved from http://www.alliance.brown.edu/pubs/ass_port_ell/ass_port_ell.pdf

WIDA Can-Do Descriptors (2007).

WIDA Performance Definitions (2007).

References


http://www.alliance.brown.edu/pubs/ass_port_ell/ass_port_ell.pdf


Contact us for information:

Robin Schell - [email protected]

Rachel Denton - [email protected]

Dr. Clara Lee Brown - [email protected]

mailto:[email protected]



formative portfolio assessment in the esl classroomwidaconference.us/past-conferences/2016/10.13.16...

Documents