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English Language Assessment

English Language Assessment. English Language Assessment Policy background. English Language Assessment Policy background Research-based evidence. English Language Assessment Policy background Research-based evidence Vocabulary. English Language Assessment Policy background

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English Language Assessment

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  1. English Language Assessment

  2. English • Language • Assessment • Policy background

  3. English • Language • Assessment • Policy background • Research-based evidence

  4. English • Language • Assessment • Policy background • Research-based evidence • Vocabulary

  5. English • Language • Assessment • Policy background • Research-based evidence • Vocabulary • Content support

  6. English • Language • Assessment • Policy background • Research-based evidence • Vocabulary • Content support • Assessment and Instruction

  7. Lau v. Nichols, 1974 There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. Source: Historical Photograph Collection of San Francisco Public Library's San Francisco History Center.

  8. Castañeda v. Pickard, 1981 The U.S. 5th Circuit Court of Appeals ruling interpreted the Equal Education Opportunities Act of 1974 statement of "appropriate action" as requiring the meeting of three criteria: (1) programs must be based on "sound educational theory"; (2) they must be "implemented effectively" with adequate resources and personnel, and (3) after a trial period, the program must be evaluated as effective in overcoming language handicaps.

  9. Castañeda Model Theory Implementation Assessment modify

  10. The fight between bilingual and English only is misplaced.

  11. Academic English development takes many years.

  12. Even after attainment of English proficiency, a remaining prominent difference between first and second language readers is in academic vocabulary.

  13. Loret Peterson video clip

  14. Policy pressures are increasing to rapidly mainstream English learners out of bilingual programs.

  15. Needs of Lau • Development of academic English, especially vocabulary. • Support of content area knowledge.

  16. Content teacher EL Website ELL student

  17. Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab ELL student

  18. Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T ELL student

  19. Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T ELL student

  20. Wordnet Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T ELL student

  21. Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T ELL student Content Net

  22. Research-supported, user- and expert-rated Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T ELL student Content Net

  23. Research-supported, user- and expert-rated Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T Instruction / ELL student Assessment Content Net

  24. Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T Assessment Mine Instruction / ELL student Assessment Content Net

  25. Standards Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T Assessment Mine Instruction / ELL student Assessment Content Net

  26. Convergence of assessment and instruction. Vocab Net Content teacher EL Website Instant NLP-capacitated Support for content Instruction & Vocab Scan text T & T Assessment Mine Instruction / ELL student Assessment Content Net

  27. Strategy: • Start with vocabulary. Why? • Key component of academic language. • Challenge to English learners as well as to native speakers. • Convenience, including availability of technology and databases.

  28. Strategy: • Start with vocabulary. Why? • Key component of academic language. • Challenge to English learners as well as to native speakers. • Convenience, including availability of technology and databases. • Move on to content support. Build on experiences from K-12 testing.

  29. Strategy: • Start with vocabulary. Why? • Key component of academic language. • Challenge to English learners as well as to native speakers. • Convenience, including availability of technology and databases. • Move on to content support. Build on experiences from K-12 testing. • Partnerships. • Center for Applied Linguistics, MathForum and other content sites, publishers.

  30. Strategy: • Start with vocabulary. Why? • Key component of academic language. • Challenge to English learners as well as to native speakers. • Convenience, including availability of technology and databases. • Move on to content support. Build on experiences from K-12 testing. • Partnerships. • Center for Applied Linguistics, MathForum and other content sites, publishers.

  31. Strategy: • Start with vocabulary. Why? • Key component of academic language. • Challenge to English learners as well as to native speakers. • Convenience, including availability of technology and databases. • Move on to content support. Build on experiences from K-12 testing. • Partnerships. • Center for Applied Linguistics, MathForum and other content sites, publishers. • International.

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