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World-Class Instructional Design and Assessment. Alignment of Standards as a Source of Validity for ACCESS for ELLs ®. Margo Gottlieb, Ph.D. Lead Developer. Validity is the superstructure that defines testing.

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world class instructional design and assessment

World-Class Instructional Design and Assessment

Alignment of Standards as a Source of Validity for ACCESS for ELLs®

Margo Gottlieb, Ph.D.

Lead Developer

slide3

Evidence of validity must be systemic throughout the testing cycle….and alignment between the components of the system is one source of validity.

evidence of alignment in test development
Evidence of Alignment in Test Development

1. Second language acquisition theory and research

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F E

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S O

S P

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L N

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2. WIDA’s English Language

Proficiency Standards

3. Test Specifications

4. ACCESS for ELLs®

theoretical background a model of english language proficiency
Theoretical Background: A Model of English Language Proficiency

Listening Speaking

Contexts of Interaction

Support

Language Complexity

Level of Cognitive Engagement

Reading Writing

(Gottlieb, 2003)

the english language proficiency standards are aligned to state academic content standards
English language proficiency standards

Academic content standards

The English language proficiency standards are aligned to state academic content standards.

Social andAcademic

Language

Concepts

Knowledge

and Skills

the english language proficiency standards are defined by a hierarchical structure
The English Language Proficiency standards are defined by a hierarchical structure.

Formative and Summative Frameworks

f

English Language Proficiency Standards

Language Domains

Grade Level Clusters

Levels of Language Proficiency

Model Performance Indicators

wida s english language proficiency standards
WIDA’s English Language Proficiency Standards

Standard 1:English language learnerscommunicateforsocial and instructionalpurposes within the school setting.

wida s english language proficiency standards the interaction between language and content
WIDA’s English Language Proficiency Standards: The Interaction between Language and Content

SOCIAL STUDIES

slide11

The Matrix

English Language Proficiency Standard:

Grade Level Cluster:

Levels of English Language Proficiency

A Model Performance Indicator

A strand of Model Performance Indicators

slide12

The Second Language Acquisition Continuum

Level 1

Entering

Level 2

Beginning

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Level 6

Reaching

Vertical alignment occurs between contiguous levels of English language proficiency to form a strand of Model Performance Indicators.

movement along the continuum is based on an english language learner s increasing

Performance Definitions

Movement along the continuum is based on an English language learner’s increasing
  • Vocabulary Usage- The specificity of words and phrases
  • Linguistic Complexity- The amount and quality of speech or writing
  • Language Control- Comprehensibility based on the amount and types of errors.
a strand of model performance indicators
A Strand of Model Performance Indicators

The language of science

Language domain: Speaking or writing

Levels of English Language Proficiency

Level 1

Level 2

Level 3

Level 4

Level 5

expectations for english language learners
Expectations for English Language Learners

Relate information about weather from photographs, charts, or graphs (such as, ‘It’s hot.’)

Level 1

Level 2

Level 3

Level 4

Level 5

slide16
Describe weather conditions based on information from photographs, charts, or graphs (such as, ‘I see dark clouds in the sky.’)

Level 1

Level 2

Level 3

Level 4

Level 5

slide17
Compare and contrast weather information from charts, tables, or visually supported text (such as, ‘It is colder today than yesterday.’)

Level 1

Level 2

Level 3

Level 4

Level 5

slide18
Match predictions about weather from graphs, charts, or visually supported text (such as, ‘I think that tomorrow it will’ ….)

Level 1

Level 2

Level 3

Level 4

Level 5

slide19
Make inferences about weather based on modified grade level material (such as, ‘It seems as if it might…’)

Level 1

Level 2

Level 3

Level 4

Level 5

assessing comprehension and communication in english state to state for english language learners

Assessing Comprehension and Communication in English State to State for English Language Learners

ACCESS for ELLs®

access for ells is built on
ACCESS for ELLs® is built on:
  • A theoretical model of English language proficiency
  • Social and academic language proficiency across standards
  • Five levels of language proficiency
  • Four language domains
  • Developmentally appropriateness for each grade level cluster
  • Second language acquisition research and best practice
the purposes of access for ells to provide one data source for
Identifying initial placement of English language learners (ELLs) on the L2 acquisition continuum

(W-APT)

Monitoring annual progress of ELLs toward meeting English language proficiency standards

Marking attainment of ELLs of full English language proficiency

Complying with the requirements of No Child Left Behind

The purposes of ACCESS for ELLs® …to provide one data source for:
slide23

Samples of alignment from a string of Model Performance Indicators, representative of a standard, to ACCESS for ELLs® items.

sample items from a theme from the pilot test
Sample Items from a Theme (from the Pilot test)

English Language Proficiency Standard:

The language of science

Language Domain: Listening

Grade Level Cluster: 1-2

model performance indicator pi for language proficiency level 1
Model Performance Indicator (PI) for Language ProficiencyLevel 1

PI: “identify objects according to chemical or physical properties from pictures and oral statements”

SCRIPT: “A seed is small. Find the small seed.”

model performance indicator for language proficiency level 2
Model Performance Indicator forLanguage Proficiency Level 2

PI: “match objects with their chemical or physical properties from pictures and oral statements”

SCRIPT: “One day the seed will grow into something large, round, and heavy. Find what the seed grows into.”

model performance indicator for language proficiency level 3
Model Performance Indicator forLanguage Proficiency Level 3

PI: “identify and group objects according to chemical or physical properties from oral statements”

SCRIPT: “Seeds grow into plants. Find something else that grows.”

slide28
Validation of the construct of English language proficiency, from theory to standards to specifications to test items…
slide29

….is a set of interlocking, interdependent gears within an aligned system.

Academic content

standards

English language proficiency standards

ACCESS for ELLs®