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Language Proficiency Levels
& Formative Assessment
To Improve Student Achievement
1
TOP Proficiency Level
Descriptors
• T
- Texas
• O
- Observation
• P
- Protocol
 Used to
determine
language
proficiency in
– English
– Language Arts
2
Linguistic Domains and
Language Proficiency Levels
Texas Education Agency
Student Assessment
Division, 2006
3
Linguistic Domains
1.
2.
3.
4.
Listening: the ability to understand spoken language,
comprehend and extract information, and follow social
and instructional discourse through which information
is provided
Speaking: the ability to use language appropriately
and effectively in learning activities and social
interactions
Reading: the ability to comprehend and interpret
written text at the grade-appropriate level
Writing: the ability to produce written text with content
and format, fulfilling classroom assignments at the
grade-appropriate level
Texas Education Agency
Student Assessment
Division, 2006
4
Language Functions
• Language functions refer to how individuals use language
to accomplish specific tasks. Language functions have
been identified for both social/communicative and
academic purposes (Chamot & Pierce, 1996).
• Communicative language functions are those used to
express meaning in a routine social context that is not
cognitively demanding (Chamot & O’Malley, 1994).
•
Academic language functions are those that are critical
for success in grade-level classrooms (Cummins, 1982
and 1984).
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Domains
•
•
•
•
•
•
Grades K–12 Listening
Grades K–12 Speaking
Grades K–1 Writing
Grades 2–12 Writing
Grades K–1 Reading
Grade 2 Reading
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Proficiency Levels
Beginning
Intermediate Advanced
Advanced
High
Beginning
English
language…
Intermediate Advanced
English
English
language… language…
These
students:
These
students:
Advanced
High
English
language…
These
students:
These
students:
7
Proficiency Levels
• With a partner
– Highlight the differences among the
four proficiency levels
8
High School Science Students
•
Julio is sixteen years old and has lived in
the U.S. for two years. He is quiet but is
very proficient in social conversations.
•
He is very frustrated with school. He
comprehends portions of the science
textbooks and attempts to use academic
vocabulary. He is able to complete some
of the written assignments, usually
writing in the present tense. He doesn’t
believe he needs any assistance because
he can speak English very well with his
friends. However, he doesn’t understand
why he is having difficulties in Chemistry.
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Where is Julio?
Beginning
Intermediate Advanced
Advanced
High
Beginning
English
language…
Intermediate Advanced
English
English
language… language…
These
students:
These
students:
Advanced
High
English
language…
These
students:
These
students:
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High School Science Students
In your table group,
determine the
proficiency level for
each of the other
three students
described on the
cards provided.
• Angelica
• Su Yen
• Miguel
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6 Minutes Left
"Schools are made of four
walls and tomorrow inside."
12
5 Minutes Left
"Let us train our minds to desire
what the situation demands."
– Seneca
13
4 Minutes Left
"Opportunities are usually
disguised as hard work, so
most people don't recognize
them."
– Ann Landers
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3 Minutes Left
"Motivation is everything. You can
do the work of two people, but you
can't be two people. Instead, you
have to inspire the next guy down the
line and get him to inspire his people."
– Lee Iacocca
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2 Minutes Left
"Knowledge is the
food of the soul."
– Plato
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1 Minute Left
“Nothing endures
but change.”
– Heraclitus
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Time Is Up!
Prepare to share your decisions on
the proficiency levels of the three students.
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Student Proficiency Levels
• Select the spokesperson for your group by
determining who has been in his or her
current job assignment the longest.
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Proficiency Levels
(For the Writing Domain)
Beginning
Intermediate
Advanced
Advanced
High
Angelica
Su Yen
Miguel
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Proficiency Levels
• Examine the proficiency levels on page 39
in the Making Science Accessible, by John
Carr.
• Note some of the differences between the
TOP levels and those in the Carr book.
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Proficiency Levels
Carr
•
•
•
•
•
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
TOP
• Beginning
• Intermediate
• Advanced
• Advanced High
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Language Objectives
• Reflect on the model
lesson and develop an
appropriate language
objective* for the student
of your choice using
– the description of one of the
students provided,
– the language objective
formula, and
– the TOP proficiency levels.
*Dong, Y.R. (2004/2005), Okhee, L (2005)
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WHAT + DO + HOW
• WHAT
• DO
• HOW
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5 Minutes Left
Reflect on the model lesson
and develop an appropriate
language objective for the
student of your choice using
•the description of one of
the students provided,
•the language objective
formula, and
•the TOP Proficiency
Levels
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4 Minutes Left
Language Objective Formula
WHAT + DO + HOW
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3 Minutes Left
“Forever is composed of nows.”
– Emily Dickinson
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2 Minutes Left
Write your Language
Objective on the chart
paper provided, then
post it on the wall near
your table.
28
1 Minute Left
Write your Language
Objective on the chart
paper provided, then
post it on the wall near
your table.
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Time Is Up!
Write your Language
Objective on the chart
paper provided, then
post it on the wall near
your table.
30
Is It Working?
• How do you know?
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Formative Assessment
• What it is…
• What it is not…
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Implications for Assessment
Teachers need to use assessment tasks that are
as authentic as possible in a classroom setting.
This means
1) using authentic language in listening/speaking
activities;
2) setting real-world tasks, such as getting the gist of
a message, listening selectively, describing, giving
directions, and giving opinions; and
3) giving students opportunities to use language in
situations based on everyday life.
O’Malley & Pierce (1996)
33
Effective Use of Formative
Assessment. . .
• provides just-in-time feedback to the student and
teacher;
• increases student achievement from 50% to
84%*; and
• is the difference between a physical exam with
your doctor and an autopsy with the coroner.
*Bloom, B (1984)
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Effective Use of Formative
Assessment
Success in
Science*
Targeted Teaching
to Student Need
On-Going Assessment
Teaching is Targeted to
Identified Student Need
On-Going Assessment
Teaching
Short & Boyson (2004), August & Shanahan (2006), Stecker, P. M., & Fuchs, L. S. (2000), Okhee (2005)
S
t
u
d
e
n
t
A
c
h
i
e
v
e
m
e
n
t
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Kinds of Formative Assessment
• Making Science
Accessible…
(pg. 83–84)
• Science for English
Language Learners…
(pg. 69)
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Activity: Formative Assessment
• Read and list the types of formative
assessments provided in each of the books
(pages listed on the handout provided).
• Add any other formative assessments not
included in the lists.
• Share instances in which you have seen
formative assessments used effectively.
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Keeping Track—Nucleic Acids
Sentence Concept Personal Learning
Frames* Map
White
Log
Board
Angelica
Julio
Su Yen
Miguel
Center on Instruction (2006), Blake & Sickle (2001), Cleghorn (1992), Setati, Adler, Reed & Bapoo (2002)
38
Learning Log
What I learned
– Just the facts
Response to what was
taught
– An interesting detail is…
– I think/feel/ believe…
– This reminds me of…
– Questions still
unanswered…
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References*
•
Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English
learners: A guidebook for teachers. San Francisco, CA: WestEd.
•
Fathman, A. & Crowther, D. (2006). Science for English language learners. Arlington,
VA: National Science Teachers Association.
•
O’Malley, J. & Pierce, L. V. (1996). Authentic assessment for English language
learners: Practical approaches for teachers. New York: Longman Publishing.
•
Texas Education Agency. (2006). Texas observation protocol: Overview. Retrieved
February 20, 2007 from:
http://www.region10.org/BilingualESL/documents/37.Fall2006TOPRaterQualificationP
rocess63006.ppt
*See facilitator guide for a complete list of references
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Learning Log
• Silently reflect on this session
• What are your thoughts about
– Language objectives
– Proficiency levels
– Formative assessments
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