Assessment for Linguistically Diverse Students
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Course Syllabus: Assessment for Linguistically Diverse Students
Explanation of the Template
Total Points
Session One: Understanding My Role as an Assessor
LA 1.1 Exploring Our Assessment Practices
LA 1.2 Considering a Learner's Assets
LA 1.3 Assessing For Placement
AVG 1.1 The Assessment Process
LA 1.4 Outlining and Applying the Assessment System
LA 1.5 Building Knowledge of Types of Assessment
HW 1.1 Actions Taken and Learning
HW 1.2 Attending to Equity and Oral Language in Assessing ELs
HW 1.3 Identifying Assessment Issues for ELs
HW 1.4 Reading about Professional Learning Communities
HW 1.5 Identifying WIDA Scores
HW 1.6 Time Capsule Self-Assessment
Session Two: Developing Understanding through Media
AVG 2.1 Parables of Classroom Interaction
LA 2.1 Changing the Conversation
AVG 2.2 Learning WIDA's purpose and philosophy
AVG 2.3 CAN DO Approach
LA 2.2 Introduction to Using Can-Do Descriptors
AVG 2.4 Planning with the End in Mind
LA 2.3 Planning for the Final Project
HW 2.1 Actions Taken and Learning
HW 2.2 Assessment for English Language Learners
HW 2.3 Implementing WIDA Can Do Philosophy
HW 2.4 Supporting English Learners
HW 2.5 Analyzing WIDA as Assessment
Session Three: Designing Assessment Using Standards for Effective Pedagogy
LA 3.1 Deepening Knowledge of Standards for Effective Pedagogy
LA 3.2 Designing for Understanding in Action
LA 3.3 Attending to the Five Standards in Evaluating a Lesson
LA 3.4 Taking Action
LA 3.5 Assessment as a Context for Teaching and Learning
LA 3.6 Content and Language Objectives
HW 3.1 Reflection on Taking Action Based on My Learning
HW 3.2 Collaborative Work to Support EL Learning
HW 3.3 Using Technology for Developing ELs Academic Language
HW 3.4 Language Proficiency to Academic Achievement
HW 3.5 AVG 5.1 The Alternative Assessment Movement
HW 3.6 Constructing a Student Profile
Session Four : Considering Alternative Assessments in Relationship to ELs
AVG 4.1 Developing Knowledge of WIDA Interpretive Rubrics
LA 4.1 Sharing My Student
AVG 4.2 Types of Assessment
LA 4.2 Exploring Informal Content Area Assessments
LA 4.3 Assessment Tool Marketplace
LA 4.4 Planning Assessment for My Unit
HW 4.1 Actions Taken and Learning
HW 4.2 Analyzing Student Writing
HW 4.3 Conceptions of Oral Language Assessment
HW 4.4 Examining Authentic Assessments
Session Five: Designing and Developing Assessments
AVG 5.1 Designing Alternative Assessments
LA 5.1 Designing Assessments for Learning
AVG 5.2 Selecting and Planning Alternative Assessments
LA 5.2 Understanding Rubrics and Scoring Guides
LA 5.3 Developing a Rubric or Scoring Guide
HW 5.1 Actions Taken in Learning
HW 5.2: Developing Expertise in Item Writing
HW 5.3 Re-examining Your Final Project
HW 5.4 What I Think about High Stakes Testing
HW 5.5 To Test or Not to Test
Session Six: Debating and Responding to Assessment Issues
LA 6.1 Debating the Value of High Stakes Testing
LA 6.2 ESL Assessment Issues
LA 6.3 Making My Deliberations Public
LA 6.4 Assessment Literacy for Alternative Assessment
AVG 6.2 Assessing Student Development
LA 6.5 Final Project Review
HW 6.1 Actions Taken in Learning
HW 6.2 Examining Alignment and Coherence in Assessment
HW 6.3 Issues in Grading
HW 6.4 Evaluating and Adjusting Record Keeping
HW 6.5 Creating and Revising My Final Project
Session Seven: Developing Knowledge for Practice and Advocacy
LA 7.1 Useful, Meaningful, and Equitable Assessment
LA 7.2 Center 1--Analyzing the Final Project
LA 7.3 Center 2--Motivating Learners
LA 7.4 Center 3--Sharing Strategies for Record Keeping
LA 7.5 Center 4--Using Standardized Test Scores to Guide Teaching
LA 7.6 Center 5--Meeting Legal Obligations for ELs
LA 7.7 Revising My Final Project
HW 7.1 Actions Taken and Learning
HW 7.2 Completing the Final Project
Session Eight : Revealing My Learning
LA 8.1 My Learning Presentation
LA 8.2 Communicating My Unit Plan and My Reasoning
LA 8.3 My Commitment for Assessing Students
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LA 2.2 Introduction to Using Can-Do Descriptors
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<p id="p_GctgQ" name="p_GctgQ" class=" qe-editable"></p><p id="p_Jtkd" name="p_Jtkd" class=" qe-editable"><img name="img_JKex" id="img_JKex" class="centered" alt="learning_activity.png" src="https://equitypress.org/content_images/partnerships/learning_activity.png"></p><table class="table qe-editable"><thead><tr><th style="width: 205px;">Learning Outcome</th> <th style="width: 240.99264526367188px;">Pedagogical Intent</th> <th style="width: 411.98529052734375px;">Student Position</th> </tr></thead><tbody><tr><td style="width: 205px;"> <p id="p_LpDZI" name="p_LpDZI" class=" qe-editable">Use assessment data to plan, adapt and implement instruction for English language learners according to their level of English language proficiency.</p> <p id="p_hMCg" name="p_hMCg" class=" qe-editable"><strong>Assessment: 25 pts.</strong></p> <p id="p_jXbK" name="p_jXbK" class=" qe-editable"><strong>TA: 25 Minutes</strong></p> </td> <td style="width: 240.99264526367188px;"> <p id="p_efqTF" name="p_efqTF" class=" qe-editable">Teachers can identify and utilize suggestions from the Can-D0 Descriptors to individually and collectively plan content lessons to which all students can access and learn from.</p> </td> <td style="width: 411.98529052734375px;"> <p id="p_GFVQI" name="p_GFVQI" class=" qe-editable">Students have referred to the WIDA Can-Do Descriptors in general. Now they will evaluate where the student they are studying is as far as proficiency in English in order to better understand the descriptors and how they can utilize them in their classrooms.</p> </td> </tr></tbody></table><h2 id="p_diLn" name="p_diLn" class=" qe-editable">Instructions</h2><p id="p_MAZdB" name="p_MAZdB" class=" qe-editable">1. In your PLC group and using your knowledge of the students each PLC member is studying, consider their WIDA proficiency scores and grade level. Scroll down the <a href="https://wida.wisc.edu/teach/can-do/descriptors" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-dSN" data-unshortened-url="https://wida.wisc.edu/teach/can-do/descriptors">WIDA Can Do descriptors chart </a> and select the appropriate grade level. Record your student's WIDA scores for each domain (reading, writing, listening, and speaking for Grades 1 and beyond and expressive and receptive for K).</p><p id="p_uFSpJ" name="p_uFSpJ" class=" qe-editable">2. Refer to your chart and discuss the following questions:</p><ol id="ol_iWjAs" name="ol_iWjAs" class=" qe-editable"><li id="li_UnSUr" style="list-style-type: none;" name="li_UnSUr"> <ol name="ol_PMsf" id="ol_PMsf" class=" qe-editable"><li id="li_XFczJ" name="li_XFczJ">Which language domain is the highest? Why do you think that is?</li> <li id="li_VkZzk" name="li_VkZzk">Which language domain is the lowest? Why do you think that is?</li> <li id="li_HDrYw" name="li_HDrYw">What similarities do you see among your students? What are the differences?</li> <li id="li_WEcSv" name="li_WEcSv">What verbs and language can you identify that are similar to grade-level Common Core State Standards (ccss)?</li> <li id="li_KLaJP" name="li_KLaJP">How can understanding EL proficiency levels and using the Can Do descriptors inform your instruction? </li> <li id="li_AxymC" name="li_AxymC">How can you use the CanDo descriptors to improve assessment practices? </li> <li id="li_gjhiI" name="li_gjhiI">Be prepared to report your group's insights to the rest of the class. </li> </ol></li> </ol><p id="p_gNYX" name="p_gNYX" class=" qe-editable"></p>
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