Assessment of English Language Learners

Chapters 20-21 in “Apple Book”

Susan Brown2013

Edited by Carolyn Singleton for Praxis Cohort May 2014

Purposes of AssessmentsAssessments serves three important purposes:Identification and program placement of

students in need of special services.Program evaluationDocumentation of student learning and

progress to (a) inform instructional decisions(b) communicate progress to parentsCan you think of some examples of these types of

assessments at your school? TTYP and discuss for 1 minute. Peregoy S., Boyle D. (2005)

Sources of Assessment DataFormal assessments: standardized tests in

reading, language arts, mathematics, and science that are administered in a group settingIndividual test to identify students with special learning needs are formal assessments as well.

Informal assessments: teacher –made test, checklists, anecdotal observations, and student work samples

ESL teachers use all of these types of assessments at different times with students. Peregoy S., Boyle D. (2005)

Formal vs. Informal AssessmentsFormal Assessments Informal AssessmentsCompare individuals and groups with established norms

Compare individuals with themselves or small groups within a class

Usually short answers or multiple choice items

Can be student work samples and student interactions in a classroom setting

Can be easily scored and may produce anxiety

Occur naturally in the classroom and do not produce anxietyPeregoy S., Boyle D. (2005)

Performance AssessmentsInvolves direct observation and measurement

of the desired behaviorThis can incorporate elements of formal or

informal assessments. Discuss an example of how a performance

assessment can be formal or informal.Be ready to share an example you may have

used.

• Peregoy S., Boyle D. (2005)

Criterion-referenced vs. Norm-referenced AssessmentsCriterion-referenced Assessments

Norm-Referenced Assessments

Each students’ performance is compared to a pre-defined set of criteria or a standard (score of 4.8)

Compared with peers and rank based on the scores (top 25%)

What is the difference between…Needs Assessment

p.56Have as much info. as you

can about learners and their needs.

Set realistic learning targets

Observations, interview, survey, placement tests

Teach what they need. How are they expected to use English? (social and academic contexts)

Diagnostic Assessment

Large scale assessmentBased on standards

and objectives (CCSS)Determines placement,

proficiency and achievement.

Can identify strengths and weaknesses.

ACCESS

Language Program Placement and Exit Tests

Student goes to the International Center for enrollment.

Student is administered the W-APT if other language is spoken at home.

W-APT determines LEP status and ESL services.

If LEP, student receives instructional modifications and, if applicable, testing accomodations.

Student is administered the ACCESS test, which determines if services continue or if student exits program.

W-APTWIDA-ACCESS Placement Test

Features

Five English Language Proficiency (ELP) standards:

Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies

(taken from: http://www.wida.us/assessment/w-apt/#about)

W-APTTest forms are divided into five grade-level clusters:Kindergarten Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12 assesses the four language domains of Listening,

Speaking, Reading, and Writing. individually administered and adaptive, meaning that

parts of the test may be discontinued as soon as the student reaches his or her performance "ceiling."

(taken from http://www.wida.us/assessment/w-apt/#about)

W-APT KindergartenK, and first semester 1st grade students. single, individually-administered test with a

combined Speaking/Listening component. The Reading and Writing tests make up a separate test which is optional, and only for students with some literacy skills.

scores for Speaking and Listening are marked as showing low, mid, high, or exceptional proficiency.

ACCESS TestAssessing Comprehension and

Communication in English State-to-State for English Language Learners

Kindergarten through 12th graders who have

been identified as English language learners (ELLs).

It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English.

ACCESS TestFeatures

Five English Language Proficiency (ELP) standards:

Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies

ACCESSTest forms are divided into five grade-level clusters:Kindergarten Grades 1-2 Grades 3-5 Grades 6-8 Grades 9-12 Within each grade-level cluster (except Kindergarten),

ACCESS for ELLs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each students' range of language skills.

Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.

Styles and Learning StrategiesStyle refers to individual preferences, styles

that characterize a general or dominant pattern in your thinking or feeling. (visual, kinesthetic, reflective, etc)

Strategies are specific methods, actions, steps or techniques for approaching a task or problem to achieve a particular end.

StrategiesMetacognitive Cognitive Socioaffective

Information-processing theory: planning for learning, thinking about, monitoring and evaluating the learning process

Manipulation of the learning material itself

Social mediating and interacting with others

•Making connections•Paying attention•Setting goals and objectives•Self-monitoring•Self -evaluating

•Repetition•Practice•Note taking•Summarizing•Analyzing•Resourcing: Using materials

•Cooperating with others•Asking questions•Asking for clarification•Developing a cultural understanding

Can-Do Descriptors – guide your planning and assessment:

ObjectivesLanguage Ojectives (How)

Content Objectives(What)

HowWith a partner, ……on a

VennDiagram.

Whatcompare the government

structure of the United states with England.

AccommodationsAccommodations – supports given during

assessment.Separate setting, extra time, use of bilingual

dictionary, read aloud, etc.

Modifications – changes to the way you teach or present material:

Adding Pictures, Using Simple Phrases and Definitions, Pacing, Alternative Assignments, Presentation of Subject Materials, Alternate materials, Grading, Behavior

EC and TD CandidatesHow could you support an ESL student that

is EC or TD? ModificationsHow can you tell if language is the issue or if

it is a cognitive problem? Look at first language acquisition for more

cognitive problems.

Be aware of language acquisition stages to determine issues.

Terms to Know p. 310-312 Validity - the extent to which a test measures

what it claims to measure. Tests need to be valid so that results can be used accurately.

Reliability – consistency of test results. Give a test twice, the results should be the same.

Language or cultural bias – free from dialects, content, and topic (holidays that are culture-specific); group performance.

Scoring concerns – differences in subgroups; When to reclassify a student back into ESL

Self and Peer AssessmentDevelops a deeper understanding of what

they are expected to learn and do. Look at strengths and weaknessesGage proficiency and growth

Assessment Ideas p.323

Multiple choice testsGap-filling texts

(CLOZE)RubricsCheck-listsLabelingSortingEssayReport

PresentationPoster/ProjectsJournaling/bloggingObservationLab reportsLearning logsPortfolioInterviewRole play

Assessment Scenarios:You have a novice 10th grader taking civics. How

would you assess her listening and speaking skills?

You have a 1st grader studying plants. What kind of assessment would you use to assess all 4 domains: reading, writing, listening, and speaking?

You have an 8th grader studying the cultres of Africa. How would you assess all 4 domains: reading, writing, listening, and speaking?

Assessment Scenarios:You have a 5th grader studying the water

cycle. Develop an assessment that assesses the content and two of the domains.

You have a 6th grade EC student. How would you assess their growth in literacy using the 4 domains?

Test QuestionsTest Questions dealing with assessment: