comprehensive assessment system n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Comprehensive Assessment System PowerPoint Presentation
Download Presentation
Comprehensive Assessment System

Loading in 2 Seconds...

play fullscreen
1 / 24

Comprehensive Assessment System - PowerPoint PPT Presentation


  • 107 Views
  • Uploaded on

Comprehensive Assessment System. Webinar #7 January 11, 2012. Session Topic:. Cultural & Linguistic Demands of Assessment. Session Objectives. The purpose of this session is to: Describe factors that impact assessment of ELLs

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Comprehensive Assessment System' - heba


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
comprehensive assessment system

Comprehensive Assessment System

Webinar #7

January 11, 2012

session topic
Session Topic:

Cultural & Linguistic Demands of Assessment

session objectives
Session Objectives

The purpose of this session is to:

  • Describe factors that impact assessment of ELLs
  • Share resources for developing/selecting assessments and scoring assessments
  • Provide guidance for interpreting assessment data of ELLs
  • Answer questions
factors that affect ells
Factors that Affect ELLs
  • Country of origin
  • Educational experiences in L1
  • Linguistic backgrounds
    • Development of first language
    • Circumstances of second language development
stages of 2 nd language development1
Stages of 2nd Language Development

Reading

Speaking

Listening

Writing

1

1

1

1

2

2

2

2

3

3

3

3

4

4

4

4

5

5

5

5

remember
Remember…
  • Proficiency in social language = 2-3 years Proficiency in academic language = 5-9 years
  • Ells have to learn English and they need to simultaneously learn content IN English
english is tricky
English is tricky!
  • The bandage was wound around the wound.
  • The farm was used to produce produce .
  • I did not object to the object.
  • The insurance was invalid for the invalid.
  • The wind was too strong to wind the sail.
  • I had to subject the subject to a series of tests.
developing local assessments
Developing Local Assessments
  • Universal Design/Plain Language
  • Cultural/socio-economic lens
wida can do descriptors
WIDA Can-Do Descriptors
  • http://www.wida.us/
  • 4 domains:
    • Reading
    • Writing
    • Speaking
    • listening
  • Organized by grade level and language proficiency level
authentic assessment
Authentic Assessment
  • Practical demonstration of knowledge and/or understanding
  • Ex. Observations, performance tasks, etc.
  • Perhaps writing an essay is not the best way to determine the student’s level of understanding of academic content
resources for consideration of commercial assessments
Resources for Consideration of Commercial Assessments
  • Review technical manual
    • http://rti4success.org/screeningTools
    • www.cal.org
the wida standards and assessment framework
The WIDA standards and assessment framework

Research on second language development

CAN-DO Descriptors

Performance Definitions

ELPS

Formative

Instruction

Summative

ELP Assessments

Assessment Data

interpreting data
Interpreting Data
  • Question your first assumptions
  • Use multiple measures
  • Use the knowledge you have about that student
  • Consider linguistic demands (do you still have construct validity?)
imagine if
Imagine if…

Two 5th grade ELLs at a WIDA level 2.5 score in the most at risk range on a math screen.

What additional questions would you want to ask about these 2 students?

slide20

Student A

  • Arrived to the US 3 months ago
  • Demonstrates grade level literacy in L1
  • Preliminary adaptation phase

Student B

  • Arrived to the US 3 years ago
  • Some oral L1 proficiency but no L1 literacy
  • Integrative adaptation phase – culture split

Given the contextual ELL factors, how do you respond?

What would you do next for each student in

ESL/bilingual instruction

the general education classroom

additional intervention if any

multiple measures triangulation
Multiple Measures/Triangulation
  • Compare L1 and L2 measures, when possible
  • Use WIDA rubrics (in addition to content rubrics)
  • Progress Monitoring data
  • Considerations from structured language observations + performance tasks
additional screening information needed for ells
Additional Screening Information Needed for ELLs

When using traditional screening measures to determine the degree and type of intervention ELLs will need, also:

  • Review language proficiency data
  • Consider level of acculturation at the time of screening
  • Check to see if the measure has been normed on ELLs
upcoming webinars
Upcoming Webinars

February 8th 9:30-10:30

Interpreting NECAP Data