CoverWelcome to TELLCourse Syllabus: Assessment for Linguistically Diverse Students Explanation of the TemplateTotal PointsSession One: Understanding My Role as an AssessorLA 1.1 Exploring Our Assessment PracticesLA 1.2 Considering a Learner's Assets LA 1.3 Assessing For Placement AVG 1.1 The Assessment ProcessLA 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 ELsHW 1.4 Reading about Professional Learning CommunitiesHW 1.5 Identifying WIDA ScoresHW 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 AssessmentSession Three: Designing Assessment Using Standards for Effective PedagogyLA 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 LessonLA 3.4 Taking Action LA 3.5 Assessment as a Context for Teaching and LearningLA 3.6 Content and Language ObjectivesHW 3.1 Reflection on Taking Action Based on My LearningHW 3.2 Collaborative Work to Support EL LearningHW 3.3 Using Technology for Developing ELs Academic LanguageHW 3.4 Language Proficiency to Academic AchievementHW 3.5 AVG 5.1 The Alternative Assessment MovementHW 3.6 Constructing a Student ProfileSession Four : Considering Alternative Assessments in Relationship to ELsAVG 4.1 Developing Knowledge of WIDA Interpretive RubricsLA 4.1 Sharing My StudentAVG 4.2 Types of Assessment LA 4.2 Exploring Informal Content Area AssessmentsLA 4.3 Assessment Tool Marketplace LA 4.4 Planning Assessment for My UnitHW 4.1 Actions Taken and LearningHW 4.2 Analyzing Student WritingHW 4.3 Conceptions of Oral Language AssessmentHW 4.4 Examining Authentic Assessments Session Five: Designing and Developing AssessmentsAVG 5.1 Designing Alternative Assessments LA 5.1 Designing Assessments for LearningAVG 5.2 Selecting and Planning Alternative AssessmentsLA 5.2 Understanding Rubrics and Scoring GuidesLA 5.3 Developing a Rubric or Scoring GuideHW 5.1 Actions Taken in LearningHW 5.2: Developing Expertise in Item WritingHW 5.3 Re-examining Your Final Project HW 5.4 What I Think about High Stakes TestingHW 5.5 To Test or Not to Test Session Six: Debating and Responding to Assessment IssuesLA 6.1 Debating the Value of High Stakes TestingLA 6.2 ESL Assessment Issues LA 6.3 Making My Deliberations PublicLA 6.4 Assessment Literacy for Alternative AssessmentAVG 6.2 Assessing Student DevelopmentLA 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 ProjectSession Seven: Developing Knowledge for Practice and AdvocacyLA 7.1 Useful, Meaningful, and Equitable AssessmentLA 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 TeachingLA 7.6 Center 5--Meeting Legal Obligations for ELsLA 7.7 Revising My Final ProjectHW 7.1 Actions Taken and LearningHW 7.2 Completing the Final ProjectSession Eight : Revealing My LearningLA 8.1 My Learning Presentation LA 8.2 Communicating My Unit Plan and My Reasoning LA 8.3 My Commitment for Assessing Students

LA 3.1 Deepening Knowledge of Standards for Effective Pedagogy

Building on Prior Knowledge


Learning Outcome Pedagogical Intent Student Position

Understand issues of assessment and accommodation and will use a variety of measurement tools to evaluate English language learners for placement, proficiency and instruction.

Assessment:  25 pts.

TA: 30 Minutes

Teachers can utilize the CREDE standards for effective pedagogy to guide their instruction with ELLS to increase participation by English language learners in learning in class.

Students are learning about assessing English language learners for identification, placement, and instruction that will enable learners to perform well in assessments.


  1. Skim read  with a partner the Tharp article on the CREDE Standards for Effective Pedagogy and review the Five Standards Tool. (Reminder: Language and Literacy Development (LLD) and Challenging Activities (CA) are (meta) goals for our instruction with ELS. Joint Productive Activity (JPA), Contextualization (CTX) and Instructional Conversations (IC) are the strategies a teacher can use to reach these goals.) Click and download this link to read the Tharp article.
  2. Next record on the “Understanding the Five Standards of Effective Pedagogy from CREDE” chart. In the second column summarize your thinking about and understanding of each standard. You could define the standard, identify indicators or provide ideas from the artice you resonated with.  
  3. Now with that same partner skim read Leading for Equity doc. Underline what you already know. Highlight in yellow things you want to remember. Highlight in pink things you still wonder about. You can use the highlight function in word or download the document and use highlighters. 
  4. Continue with the chart. In the third column add notes about how teachers develop in using Language and Literacy Development (LLD), Challenging Activities (CA), and Instructional Conversation (IC).  Now add your ideas about how and where you could incorporate these standards in your teaching. 
  5. Continue working with your partner and talk about how you think teachers could use  JPA and CTX in reaching the meta goals of LLD and CA. Record your individual thinking in the column on teacher development. Consider how you personally might enact these practices in your teaching. Record your ideas in the fourth column.
  6. Now in your PLC group, review togther your marking of the article and share your ideas about how and where in your teaching you are already attending to the five standards and where you might shift your practices to attend particularly with ELs.
  7. Finally in completing your HW 3.1, identify which of the three WIDA emphasized standards (LLD, CA, or IC) you will attend to this week and then in your HW 3.1 reflect on your actions and thinking. You might want to look at a short video on the Five Standards (

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