research a vital goal: blending assessment with instruction english learners h gary cook, ph.d....
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Research
A Vital Goal: Blending Assessment with
InstructionEnglish Learners
H Gary Cook, Ph.D.University of Wisconsin
National Conference on Student AssessmentJune 2013
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Research
Overview• What defines and English learner (EL)?• What are EL demographics like?• What do we need to think about when
we assess them?• What should we consider when
evaluating systems that support them?
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Research
What defines and English learner (EL) NCLB 9101(25)?• Age (3-21)• Home language status• Language proficiency status
– ability to be proficient on state tests– ability to successfully achieve in EO class– opportunity to participate in society
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Research
What are EL demographics like?
They are very diverse!! They not a monolithic
group.
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Research
Distribution of ELs by State
Approximately10% of US PublicSchool Population
Figure & Statistic (2011): nces.ed.gov/programs/coe/pdf/coe_ell.pdf
57% of ELLsBorn in US*
* AIR (2010) www.air.org/files/ELL_Assumptions_and_Evidence.pdf
52% ages 5-924% ages 10-1324% ages 14-17**
** nces.ed.gov/programs/coe/tables/table-lsm-2.asp
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Research
Top Languages Spoken by ELs
3.6 Million Spanish ELLs
NCELA Fact Sheet: www.ncela.gwu.edu/files/uploads/NCELAFactsheets/EL_Languages_2011.pdf
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Research
ELs Heterogeneous
• Diverse language backgrounds, even in Spanish
• Diverse experiences with education• Diverse levels of native language
literacy• Diverse cultural heritages and
expectations for education
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Research
Distribution of ELs by District in WIDA Consortium
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Research
What do we need to think about when we
assess them?
… What ELs come with… Relationship between language and content proficiency… Construct relevant language
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Research
… What ELs come with• Socio-cultural uniqueness• Different experiences with and
perceptions of education• Different levels of native language
literacy• Different levels of English proficiency• At least one other language• They’re doing double the work
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Research
Language and Content Proficiency
Cook, Boals Lundberg (Nov 2011) Kappan.
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Research
How long to English Proficiency?
Cook, Boals Lundberg (Nov 2011) Kappan.
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Research
Construct Relevant Language
Assessing language critical to the content
Assessing content with construct
relevant language
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Research
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Research
What should we consider when evaluating systems
that support them?
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Research
Some Key Points
• Language proficiency level matters• It takes time to become English
proficient in school settings• Measures using construct relevant
language better assess the construct
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Research
• No services• Content area
tutoring• Content base ESL• Developmental
bilingual• Heritage language
program
• Pull out ESL• Sheltered instruction• Structured
immersion• Transitional bilingual• Dual language• Self-contained
Program Types (e.g., from WIDA)
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Research
• EL Program types have different teacher makeups– Some ELs assigned to specific teachers, e.g.,
Pull out ESL, Developmental Bilingual– Some ELs have support teachers, supporting
content teachers, e.g., Structured Immersion– Some ELs are supported by aides (non-certified
teachers), e.g., Content Area Tutoring
• Who is the teacher of record? Who is the adult of record?
Attribution
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Research
• Many types of programs share instructional time with content teachers
• Support for EL students differs based on needs, some classes have support others do not.
• As ELs transition to proficiency, they no longer have support. How do you attribute part year growth to EL teachers?
Attribution
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Research
• We should have high standards for all students, especially ELs.
• ELs are not a single monolithic group.• Language and content proficiency are
related; this needs to be factored in when evaluating programs serving them.
Where do we go from here?