Welcome 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 4.4 Planning Assessment for My Unit

Interrogating the Final Assignment

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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: pts. 25 minutes

TA: 20 minutes

Teachers can analyze a unit they teach in terms of what they want students to learn and be able to do. They will reconsider assessments in relationship to goals and objectives. They can accomodate and adjust assessment to support the learning of EL students 

Students have learned about assessment for placement, proficiency and instruction. They now apply this knowledge to adjusting assessments in a unit of their choice to make them more appropriate for English Language Learners. 

Instructions

    1. In session 8, you will present your final project for the assessment course.  It has three parts. Based on a reconsideration of your snap shot time capsule, you will present a report of what you learned and who your are as an assessor of student learning. Your second report will be a presentation on the Unit Plan you constructed for this class. The third element will be a report on the EL student you accomodated in your Unit plan. 

    2. Today you will begin working on your unit plan. As you review this assignment, the facilitator will answer questions and support you in understanding the entire assignment. Select a curriculum unit of five or more classroom sessions with learning activities based on a standard from the state core. This could be a unit you have previously used and want to increase the quality of your assessments or it can be a new unit plan you have been considering. We suggest a unit you have taught so that your focus is on the assessment rather than the content of the unit.  

    3. Study the Unit Assessment Plan and the Instructional Planning Guide. Working with your partner or indivdually identify questions you have.  

    4. Begin by looking at the Instructional Planning Guide and develop an understanding of the material required to complete the assessment plan for the unit.

    5. Revisit what you learned about the EL student you are accomodating in your assessment plan. Attend to the WIDA scores, Can Do descriptors for the next level of potential develpment, and what you know about this student's background and him/her as a second langauge learner. 

    6. As you consider the plan, begin noting where you might want to adjust it. Think about how your assessments might provide you more and clearer information about student learning. Idenity places where you could adjust the plan or assessments to accomodate the second language learner you are keeping in mind as you create this unit plan. 

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