Lynn Mary Toscano June 29, 2009 UCRx CLAD through CTEL 084EDFF03 Assessment of English Language Learners Final Project 4D Purposes of Assessment • • • • • • Accountability Monitoring Student Progress Placement Program Evaluation Reclassification.
Download ReportTranscript Lynn Mary Toscano June 29, 2009 UCRx CLAD through CTEL 084EDFF03 Assessment of English Language Learners Final Project 4D Purposes of Assessment • • • • • • Accountability Monitoring Student Progress Placement Program Evaluation Reclassification.
Slide 1
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 2
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 3
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 4
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 5
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 6
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 7
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 8
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 9
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 10
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 11
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 12
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 13
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 14
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 15
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 16
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 17
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 18
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 19
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 20
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 21
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 22
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 23
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 24
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 25
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 26
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 27
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 28
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 29
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 30
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 31
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 32
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 33
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 34
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 35
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 36
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 37
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 38
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 39
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 40
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 41
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 2
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 3
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 4
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 5
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 6
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 7
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 8
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 9
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 10
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 11
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 12
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 13
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 14
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 15
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 16
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 17
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 18
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 19
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 20
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 21
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 22
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 23
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 24
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 25
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 26
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 27
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 28
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 29
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 30
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 31
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 32
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 33
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 34
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 35
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 36
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 37
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 38
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 39
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 40
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
–
–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
•
•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.
Slide 41
Lynn Mary Toscano
June 29, 2009
UCRx CLAD through CTEL 084EDFF03
Assessment of English Language Learners
Final Project 4D
Purposes of Assessment
•
•
•
•
•
•
Accountability
Monitoring Student Progress
Placement
Program Evaluation
Reclassification or Exit
Screening and Identification for Support
Programs
Formal & Informal Assessment
Formal Assessment
• Time Restrictions
• Scored by
– Correct answers given
– Guidelines followed
Informal Assessment
• Conducted in a relaxed context
• Scored by
– the Student
– a Peer of the Student
– Teacher judgment
Types of Formal Assessment
•
•
•
•
•
•
•
•
Cloze Tests
Constructed-Response Items
Experiments/Demonstrations
Portfolios
Presentations
Projects/Exhibitions
Writing Samples
Standardized tests
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–
–
–
California English Language Development Test (CELDT)
California Standardized Tests (CST)
End Of Semester Testing (EOST)
Renaissance Learning Standardized Test for the Assessment of
Reading (RenLearn STAR)
Types of Informal Assessment
•
•
•
•
•
•
Oral Interviews
Peer Evaluation
Role-play
Self-Evaluation
Story or Text Retelling
Teacher Observation
Performance-Based
Authentic Assessment
• Any form of assessment in which the
student constructs a response orally or in
writing
• Both formal and informal contexts
• Observed during classroom instructional
or non-instructional settings
• Solve realistic or authentic problems
• Use prior knowledge and recent learning
Characteristics of
Performance-Based Authentic Assessment
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•
•
•
•
•
Constructed responses
Higher-order thinking
Authenticity
Integrative
Process and Product
Depth vs. Breadth
Authentic Assessment
Authentic Assessment describes multiple forms of
assessment that reflect
•
•
•
•
achievement
attitudes
motivation
student learning
during instructionally-relevant classroom activities.
It is constructivist in nature because it is tied to instruction
using a systematic collection of information that records the
performance of individual students.
Ways to Evaluate
Authentic Assessment
•
•
•
•
•
•
Anecdotal records
Peer evaluation
Self-Evaluation
Scoring scales
Checklists
Rubrics
Anecdotal Records
Teacher documents situations where the
student is involved in
•
•
•
•
Oral interviews
Oral presentations
Pair interaction
Group participation
Peer-Evaluation
Students review each other’s work
• Use guided questions & rating scales
• List strengths and weaknesses of a
partner’s work sample
• Rate the effectiveness of their classmates’
communication
• Prepare students for self-assessment
Self-Evaluation
Provides self-regulated learning where students
• Construct meaning
• Revise their understandings
• Collaborate with other student in exchanging ideas
• Elicit assistance when needed
• Provide support for their peers
Students have input on how it will be assessed through
clearly stated criteria
• Checklists
• Documentation
• Comparison
• Integration
Checklists
• Lists criteria required to complete the task
– Preparation, gather materials needed
– Components of the task
– Timelines
– Types of acceptable responses for the task
– Indicates level attempted with a rating code
• A column is provided to check off criteria
as they are completed
Scoring Scales
Gives a rating using various methods
• Numerical
• Coded
• Levels of Proficiency
Rubrics
Are precisely defined in terms of what the student does to
demonstrate skill or proficiency.
• Students have explicit guidelines of teacher expectations
• Students can use rubrics as a tool to develop their
abilities
• Criteria are discussed with the students before they
complete the assignment
Teachers
• can reuse rubrics for various activities.
• increase the quality of their direct instruction by providing
focus, emphasis, and attention to particular details as a
model for students.
Types of Rubrics
Holistic or Analytic scoring scales
require teachers to use judgment when
scoring student responses.
Holistic Rubrics
•
•
•
•
•
Fine distinctions are made at each level
Should use at least a four point rating scale
Presented as what students should try to do
Fine distinctions in a student's abilities
"understand the student's achievement and
progress in school" (O’Malley & Pierce, 1996)
• Requires a slightly more demanding
performance from the student on each criterion
• Difference between the levels is the degree of
control the student has over each of the domains
of scoring.
Analytic Rubrics
• A separate rating is given to each of the separate
components in the scale
• Rubrics identify and assess components of a finished
product.
• Each of the separate components being learned is rated
• Communicates diagnostic information
• Separates the features into components that are each
scored separately.
• Provides feedback on specific aspects
• Gives diagnostic feedback for planning instruction
• Can show a rapid progress of improvement
• Scores are assigned to each of a number of domains
• Used at the state level in California with variations for
local emphasis
Types of Authentic Assessment
•
•
•
•
•
•
•
•
•
•
Constructed-Response Items
Cloze tests
Writing Samples
Experiments/Demonstrations
Oral interviews
Presentations
Portfolios
Projects/Exhibitions
Story or Text Retelling
Teacher Observations
Constructed-Response Items
Students read or review textual materials
• Respond to a series of open-ended questions eliciting
comprehension and higher-order thinking
• Create semantic maps
• Brief comments
• Extended essays
Respond in a variety of ways appropriate to their level of
English proficiency
• Provides feedback
• Based on how students apply information
Cloze Tests
• Students read passages with blanks that represent
deleted words from the original text
• Students fill in the blanks (sometimes with a word bank)
• Is a screening device to diagnose progress and
placement
• Estimates reading level based on number of blanks to
number of words in the passage
Independent level – recognizes vocabulary
Instructional level – reads with some assistance
Frustration level – struggles unsuccessfully with assistance
Experiments/Demonstrations
• Use actual materials to show how
something works or reproduce an
experiment
• Accompanied by an oral or written
presentation
• Describes steps in a process
• Rated on the student’s understanding of
the concept
Oral Interviews
• Best with very young or beginning/early
intermediate levels of students
• Respond orally to a range of topics
• Determines student comprehension or
knowledge of the language.
• Used for instructional planning
• Records growth of accuracy and fluency over
time
• Should be conducted on an ongoing basis
• Scored with rubrics, rating scales or checklists
and self-assessment
Presentations
Students participate in oral presentations
•
•
•
•
•
•
Debates
Plays/Improvisation/Role-play
Projects
Speeches
Story telling
Radio audio and video broadcasts
Elicits the use of academic language & vocabulary.
Are scored with rubrics, rating scales or checklists.
Portfolios
• Purposeful collection of student work that is intended to
show progress over time.
• Samples include: audio/video recordings, writing, art,
graphs, charts, interviews & conference records,
checklists, tests, and quizzes.
• Indicates the extent students are benefiting from
instruction
• Samples are selected by students and the teacher
• Progress through comparison of samples gathered
• Scored by rubrics, visible criteria and differentiated
scoring
• Records the research process used for research reports
and the writing process for the writing styles
Projects/Exhibitions
• Students exhibit their work on specific
topics with diagrams or realia
• Students communicate step-by-step
procedures
• Rates content, organization, and language
used
• Might be scored by a panel of judges
using rubrics
Story or Text Retelling
• Students read a story or text to retell the main
idea or selected details to the teacher or class
• Student can be rated on their description of
events, response to the story or text, and their
language proficiency
• Students at all levels can participate with
modifications
Teacher Observations
• Both spontaneous events and planned
classroom activities can be observed
• Observe student’s use of academic
language and higher-order thinking skill in
task-oriented discussions
• Observations are summarized in personal
notes that document what students can do
• Teachers note responses to various
curriculum or instructional approaches
Writing Samples
• Students generate expressive, narrative,
expository, persuasive or informative
writing
• Students write in genres such as journals,
essay, research, or newspaper article
• Have specific performance criteria that
student produces in a fixed period of time
• Uses both holistic and analytic scoring
rubrics and self-assessment
Standardized Tests
Standardized Tests are multiple choice test whose
purpose is to give accountability of growth by
• comparing scores though benchmark exams to
other students in our district and state
• electronically scoring “scantron” answer sheets
or answers entered into a computer
• Placement based on the number of correctly
answered questions
Types of Standardized Tests
• California English Language Development
Test (CELDT)
• California Standardized Tests through
Standardized Testing and Reporting (CST
STAR)
• End Of Semester Testing (EOST)
• Renaissance Learning Standardized Test
for the Assessment of Reading (RenLearn
STAR)
CELDT
California English Language Development Test
• Tests word recognition through listening, visuals
and short answer. It is scored according to he
number of correct responses.
• Teachers use the CELDT results to identify &
differentiate EL students
• Through scores on subtests, teachers use the
CELDT to place students into five levels of
language development
CST STAR
California Standardized Tests; Standardized Testing & Reporting
Multiple choice tests in
•
•
•
•
English Language Arts
Math
History
Science
Compares students to other students in the state
and district.
Students record their answers by “bubbling” in their choice
on an answer sheet.
EOST
End of Semester Tests
In our school district, teams of teachers design multiple
choice tests based on the
• Curriculum adoptions and guidelines
• CSTs
A scantron is used where student record their selected
answers.
It serves as evidence that students have learned the
required curriculum for their grade level.
RenLearn STAR
Renaissance Learning
Standardized Test for the Assessment of Reading
• Our school uses this test to place students into
a reading grade level
• It is a computerized multiple choice test that is
automatically scored and provides immediate
results
• It can be used to support CELDT results or to
indicate a student’s reading level in the
Renlearn Accelerated Reader (AR) program
Assessment is part of learning.
Assessment helps teachers provide
programs and services that lead students
toward success.
References
Cabrera, Y. (2008). Master plan for English learners.
Colton, CA: Colton Joint Unified School District.
O’Connell, J. (2009 ). Testing and accountability.
Sacramento, CA: California Department of Education.
Retrieved on June 29, 2009 from
http://www.cde.ca.gov/ta/.
O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment
for English language learners: Practical approaches for
teachers. New York, NY: Addison-Wesley Longman.
Tannenbaum, J. (1996) Practical Ideas on Alternative
Assessment for ESL Students. Washington, DC: ERIC
Digest.