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Standards-based Assessment. ED.810.629/Supporting English Language Learners in Literacy and Content Knowledge Development (SELL ) Fall 2010. Outcomes:. By the end of the lesson, we will have: Gained an understanding of the rationale for standards-based curriculum design,

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standards based assessment

Standards-based Assessment

ED.810.629/Supporting English Language Learners in

Literacy and Content Knowledge Development (SELL)

Fall 2010


By the end of the lesson, we will have:

Gained an understanding of the rationale for standards-based curriculum design,

Considered best practices for standards-based assessments,

Made connections between SBD and ESOL instruction


Skim through the article Backward Design for Forward Action

Paraphrase the main idea of the article in les than 3 sentences on a piece of paper.


Standards-based Curriculum is…

…a "form of curriculum planning that begins with a decision about what students need to learn as the end result. Then the teacher engages in backward design, choosing activities that will bring students to the preselected goal. Although the belief that classroom activities should be based on a set curriculum or on set learning goals is not new, this widely used program is attributed to Grant Wiggins and Jay McTighe" (p. 223).


Standards-based Curriculum is…

Backward design begins with the end in mind: What enduring understandings do I want my students to develop? How will my students demonstrate their understanding when the unit is completed? How will I ensure that students have the skills and understand the concepts required on the summative assessment?


Four Key Questions of SBI and Backwards Design:

What do I want my students to know and be able to?

How will I know if they know it?

What will I do if they do?

What will I do if they can’t?


Try this with a friend!

Traditional vs. Standards-based

no child left behind
No Child Left Behind
  • Set academic standards
  • High expectations
  • Measure Student Progress
    • Test Students
    • Tests aligned to the State Standards
    • Gather test data
    • Measure adequate yearly progress
  • Instruction based on gathered data
  • Report Student progress to Parents/Guardian
msde curriculum standards
MSDE Curriculum Standards

MSDE Standards

traditional assessment assumptions
Traditional Assessment Assumptions
  • Usually based on one evaluation of product by teacher
  • Bell Curve
  • Some portion of children will fail
  • Competitive
  • Comparative
traditional assessment assumptions1
Traditional Assessment Assumptions
  • Paper and pencil
  • End of lesson
  • Answers are right or wrong
  • Teachers consider many factors other than academic achievement when assigning grades
  • Teachers weight assessments differently
  • Teachers misinterpret single scores on classroom assessments
  • Teachers determine assignments and tests and number of each
standards based assessment1

Standards-based Assessment

Finding Clear and Visible Targets

standards based evaluation
Standards-Based Evaluation
  • Clear and specific observable outcomes – connected to the CORE curriculum
  • Ungraded practice
  • Criteria for evaluation present prior to assignment
  • Criteria explained in a rubric—a scoring guide
  • Student completes assignment
standards based evaluation1
Standards-based Evaluation
  • Student work compared to criteria on rubric and score is given
  • Reteaching/Extensions
  • Continue working toward 4
  • Reevaluation
  • Trends used to determine successful completion of standard and final progress report grade
thinking about standards based assessment
Thinking about Standards-based Assessment
  • Evaluation methods should enable students, parents, and teachers to plan for improved outcomes on the next attempt
  • Students should be expected to continue working on a task until high-quality work is achieved
curriculum alignment
Curriculum Alignment
  • Identify the learning objective
    • Essential knowledge and understanding
    • Based on district/state standards/competencies
  • Design lesson around objectives
  • Select a performance task that accurately measures performance in relation to objectives
grading performance tasks
Grading Performance Tasks
  • Rubrics
    • Brief outlines that describe the content and quality needed to achieve a specific grade
    • Helps the grader determine the evidence of students’ understanding
standards based assessment methods
Standards-based Assessment Methods
  • Rubrics
    • Progresses from minimal through superior performance
    • Based on standards at PO level
    • Created and presented before work begins by teacher or students
standards based assessment methods1
Standards-based Assessment Methods
  • Rubrics
    • Student-created rubrics are very effective
    • Self-assessment and peer-assessment can supplement teacher-assessment
    • Used to guide learning and promote improvement
  • 4, 3, 2, 1 or other system
  • General vs. Task-Specific
  • Student work compared to criteria on rubric and score is given
  • Student works to correct mistakes
clapping contest
Clapping Contest
  • You are seated in the fan section at the your favorite football teams home game. Your team is behind 11 to 6. It is the closing minutes of the 4th quarter and your team has the ball on their 25 yard line.
  • Create a good clapping sound that will motivate the other fans and your team. The best clapping sound gets a free seasons pass.
  • How will we determine who wins?
clapping institute
Clapping Institute
  • Volume
  • Appropriateness
  • Creativity
sample rubric for goldilocks
Happy Face

Three pictures show what Goldilocks does at the beginning, middle and end of the story.

Pictures are in order

There are three colors.

Straight Face

Something is missing.

Pictures are out of order.

There are only one or two colors.

Sample Rubric for Goldilocks





The report explains the key purposes of the invention and points out less obvious ones as well.

The report explains all of the key purposes of the invention.

The report explains some of the purposes of the invention but misses key purposes.

The report does not refer to the purposes of the invention.


The report details both key and hidden features of the invention and explains how they serve several purposes.

The report details the key features of the invention and explains the purposes they serve.

The report neglects some features of the invention or the purposes they serve.

The report does not detail the features of the invention or the purposes they serve.


The report discusses the strengths and weaknesses of the invention, and suggests ways in which it can be improved.

The report discusses the strengths and weaknesses of the invention.

The report discusses either the strengths or weaknesses of the invention but not both.

The report does not mention the strengths or the weaknesses of the invention.


The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena.

The report makes appropriate connections between the purposes and features of the invention and one or two phenomena.

The report makes unclear or inappropriate connections between the invention and other phenomena.

The report makes no connections between the invention and other things.




General rubrics have a place, but are often too ambiguous to be very effective

rubric scoring
Rubric Scoring
  • Continue working toward 4
  • Level of mastery of the standard determines final grade
  • Trends – Marzano’s Power Law of Learning
rubrics become road maps
Rubrics Become Road Maps
  • Students understand the language and its meaning
  • Students realize the impact that learning the material will have on the outcome of their performance task
  • Have a plan of action for performance
benefits of the model
Benefits of the Model
  • Clarifying instructional objectives provides structure for students
  • Focus questions make instructional choices easier
  • Student discussions and self-reflections provide the teacher with useful feedback about instruction
rubrics can
Rubrics can
  • Help teachers define excellence and plan how to help students achieve it.
  • Communicate to students what constitutes excellence and how to evaluate their own work.
  • Communicate goals and results to parents and others.

-- Herman, Aschbacher, and Winters (1992)

rubrics can1
Rubrics can
  • Help teachers or other raters be accurate, unbiased and consistent in scoring.
  • Document the procedures used in making important judgments about students.

-- Herman, Aschbacher, and Winters (1992)

so what does this have to do with esol
So, What does this have to do with ESOL?

Take a piece of paper and do a 2-minute “Quick Write” of how Standards Based Curriculum, Design, and Assessment applied to the field of teaching ESOL.



What is required of the state and local school systems to measure the child’s development and attainment of English proficiency?

Under the federal NCLB regulations for Title III, Language Instruction for Limited English Proficient and Immigrant Students, states must conduct an annual statewide assessment of English Language Learners (ELL) and local school systems are required to meet Annual Measurable Achievement Objectives (AMAO) for ELLs from kindergarten through 12th grade. These AMAOs include:

1. increases in the number or percentage of children making progress in learning English (AMAO I);

2. increases in the number or percentage of children attaining English proficiency by the end of each school year (AMAO II); and

3. making adequate yearly progress


What does NCLB say about ESOL standards & performance?

English Language Proficiency Assessment and AMAOsLAS Links has been used annually since school year 2005-2006 to measure Annual Measurable Achievement Objective 1(AMAO) and AMAO2


Special Cases:

Maryland exempts “recently-arrived” English Language Learners (ELL) or Limited English Proficient (LEP) students from one administration of its reading assessment during the first year of enrollment in U.S. schools

Maryland excludes the scores of recently arrived ELL students on state mathematics and reading/language arts assessments from one cycle of adequate yearly progress (AYP) determinations

Maryland includes “former” ELL students within the LEP category when making AYP determinations in reading/language arts and mathematics for up to two years after the students no longer meet the state’s definition for Limited English Proficiency.

higher order thoughts
Higher order thoughts…
  • Review Unit 1 of the MCPS Middle School ESOL 2 Guide
  • Compare it to the MSDE ESOL Proficiency State Curriculum
  • Highlight the indicators that are addressed in the Unit Outline, Page 11.