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Margo gottlieb

Classroom Assessment: Honoring the Past, Embracing the Present, and Shaping the Future of Our Multilingual Learners*. Margo gottlieb. Multilingual Learners* …. children and youth who are or have been consistently exposed to or who are learning in two or more languages:

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Margo gottlieb

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  1. Classroom Assessment: Honoring the Past, Embracing the Present, and Shaping the Future of Our Multilingual Learners* Margo gottlieb

  2. Multilingual Learners*…. children and youth who are or have been consistently exposed to or who are learning in two or more languages: • English learners (Els), English language learners (ELLs), English as an additional language (EAL) students • emergent bilinguals • dual language learners in preK settings • ELLs with disabilities • gifted and talented ELLs • students with interrupted formal education (SIFE) • long-term ELLs (L-TELs) • newcomer ELLs; heritage language learners • students who speak varieties of Englishes or indigenous languages • students who are learning in two languages in dual language or immersion settings 2-08-19 IABE Conference margogottlieb@gmail.com

  3. 1979- 2019 40 years of Iabe & assessment! 2-08-19 IABE Conference margogottlieb@gmail.com

  4. A peek into MY Past ….1979 2-08-19 IABE Conference margogottlieb@gmail.com

  5. To honor assessment practices for multilingual learners throughout time, we will explore 2-08-19 IABE Conference margogottlieb@gmail.com

  6. All the while we are going to accentuate equity in assessment by placing our multilingual learners (and their teachers) up front and center! 2-08-19 IABE Conference margogottlieb@gmail.com

  7. LET’S GET STARTED..What is the first thing that comes to mind when you hear….. ? 2-08-19 IABE Conference margogottlieb@gmail.com

  8. Where we have been and where we are going… 1979…..determiningthe relative proficiency of limited English proficient students the biliingual syntax measure (Dulay and Burt) 2019….imaginingschools as laboratories for exploring multilingual assessment policies and practices (De Baker & Van Avermaet) What is a change in assessment that you have noticed over the years? 2-08-19 IABE Conference margogottlieb@gmail.com

  9. a gradual Reorientation of Assessment for multilingual learners over the decades • From centering on test scores and grading to focusing on stakeholder input and impact • From being externally imposed upon teachers to being internally negotiated by teachersand students • From being removed from instruction to being integral to it 2-08-19 IABE Conference margogottlieb@gmail.com

  10. 2-08-19 IABE Conference margogottlieb@gmail.com

  11. The Moral of the Cartoon • classroom assessment must be interwoven into instruction to yield useful information for improving teaching & learning. • classroom assessment must directly involve the stakeholders impacted by the results to yield meaningful information for decision-making. 2-08-19 IABE Conference margogottlieb@gmail.com

  12. Assessment is our friend. of teaching and learning. 2-08-19 IABE Conference margogottlieb@gmail.com

  13. = opportunities for learning • opportunities for observing students engage in meaning-making • opportunities for student self-reflection • opportunities for students to show evidence of their learning 2-08-19 IABE Conference margogottlieb@gmail.com

  14. Enhancing Opportunities for Making Education Equitable for Multilingual Learners 2-08-19 IABE Conference margogottlieb@gmail.com

  15. self check: Does assessment currently allow your multilingual learners to…. • Take responsibility for and have ownership of their own learning? • Connect with their lived experiences, languages, and cultures? • Express themselves in the language(s) of their choice? • Have multimodal ways to show their learning? 2-08-19 IABE Conference margogottlieb@gmail.com

  16. From 1 to 5in a show of hands…to what extent are your Multilingual Learners currently engaged in classroom Assessment?

  17. Where we have been…. Our past The Domination of assessment oflearning 2-08-19 IABE Conference margogottlieb@gmail.com

  18. ASSESSMENT OFLEARNING IS GENERALLY EQUATED WITH: • HIGH-STAKES TESTS ADMINISTERED ON AN ANNUAL BASIS THAT ARE TIED TO STATE ACCOUNTABILITY • PAPER OR ON-LINE TESTS GIVEN ON AN INTERIM BASIS THAT ARE TIED TO DISTRICT ACCOUNTABILITY • END-OF-CHAPTER TESTS FOR PACKAGED CURRICULUM THAT ARE TIED TO CLASSROOM ACCOUNTABILITY 2-08-19 IABE Conference margogottlieb@gmail.com

  19. Revisiting Recent History: 2003- 2015 ’A desire to increase test scores led many schools to race to the bottom in terms of instructional strategies employed, which included an outsized emphasis on test-preparation techniques and a narrowing of the curriculum to focus, sometimes exclusively, on those standards that were tested on state assessments.’ …. Conley, 2014, 7-8 2-08-19 IABE Conference margogottlieb@gmail.com

  20. For too many years educational success has been equated with high-stakes testing….. so much so that we have forgotten the importance of human interaction and the nurturing of relationships. …Zacarian, 2011 2-08-19 IABE Conference margogottlieb@gmail.com

  21. We NEED to strike a delicate balance between the demands of external accountability and the wealth of information THAT IS internal to the classroom. 2-08-19 IABE Conference margogottlieb@gmail.com

  22. The BASIC Model, circa 2007….Gottlieb & nguyen 2-08-19 IABE Conference margogottlieb@gmail.com

  23. ENTER CLASSROOM ASSESSMENT- ANOTHER VIEW OF Assessment of Learning EEXTERNALLY IMPOSED UPON TEACHERS INTERNALLY GENERATED BY TEACHERS 2-08-19 IABE Conference margogottlieb@gmail.com

  24. In CLASSROOM-BASED assessment oflearning, teachers can HAVE input in: • CRAFTING FINAL PROJECTS FOR UNITS OF LEARNING • ADAPTING/ ADOPTING AND APPLYING SUCCESS CRITERIA 2-08-19 IABE Conference margogottlieb@gmail.com

  25. classroom assessment of learning For multilingual learners MUST also be: LINGUISTICALLY AND CULTURALLY SUSTAINABLE, REPRESENTING STUDENTS’ LANGUAGES, CULTURES, AND EXPERIENCES 2-08-19 IABE Conference margogottlieb@gmail.com

  26. SO THAT THEY SEE THEMSELVES AND BECOME AGENTS AND ADVOCATES FOR THEIR OWN LEARNING. 2-08-19 IABE Conference margogottlieb@gmail.com

  27. SO Where we are now? THE present Shifting to assessment for learning 2-08-19 IABE Conference margogottlieb@gmail.com

  28. A Assessment of Learning • Assessment for Learning 2-08-19 IABE Conference margogottlieb@gmail.com

  29. ASSESSMENT FOR LEARNING IS AN INTERACTIVE PROCESS IN WHICH TEACHERSASSIST LEARNERSWORK WITHIN THE LEARNERS’ ZONE OF PROXIMAL DEVELOPMENT TO PROGRESS TO THEIR NEXT STEP OF LEARNING. THIS VYGOTSYAN-BASED, SOCIOCULTURAL PERSPECTIVE CENTERS ON MOVING STUDENT LEARNING FORWARD WHILE IMPROVING TEACHING. 2-08-19 IABE Conference margogottlieb@gmail.com ….SARDAREH & SAAD, 2012

  30. FOR MULTILINGUAL LEARNERS, ASSESSMENT FORLEARNING ENTAILS HAVING TEACHERS PROVIDE SCAFFOLDS THAT ARE SENSITIVE TO THE STUDENTS’ EXPERIENCES, ABILITIES, AND LANGUAGE PROFICIENCIES. 2-08-19 IABE Conference margogottlieb@gmail.com

  31. assessment FORLEARNING IS stakeholder-driven and relationship building 2-08-19 IABE Conference margogottlieb@gmail.com

  32. In assessment forlearning, teacherstogether with students • Negotiate student learning goals • Co-construct criteria for success • Decide ways for students to express their learning (through multimodalities- oral, written, visual, digital, or graphic means) 2-08-19 IABE Conference margogottlieb@gmail.com

  33. In assessment forlearning, teachers as partners or in teams • Co-plan and coordinate curriculum, co-instruct, and co-assess • Collaborate in designing and implementing common assessment across classrooms • collect original student work and determine agreement (inter-rater reliability) 2-08-19 IABE Conference margogottlieb@gmail.com

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