Transcript Center for Intercultural and Multilingual Advocacy Welcome! ESL ASSESSMENT Opening Session CIMA © 2008

Center for Intercultural and Multilingual Advocacy
Welcome!
ESL ASSESSMENT
Opening Session
CIMA © 2008
Our mission for today is…
• Review past learnings from the Methods
course.
• Explore the critical concepts related to the
Assessment course.
• Analyze variations between Traditional and
Non-traditional Assessments and how they
relate to classroom practice.
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We will accomplish this
mission by…
• Sharing successes/challenges from the
Methods course.
• Actively listening for the concepts outlined
in each session.
• Using various assessment strategies to
identify the role that assessment plays in the
classroom.
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Thumb Challenge!
• Choose a partner and sit eye-to-eye, kneeto-knee.
• Thumbs at the starting line.
• Challenge your partner!
• If you come across a term that neither
person can define/explain, please raise your
hands.
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Academic
Development
Vocabulary
Development
Thumb
Challenge
Exploring the
Effectiveness
of Strategies
CLD Differentiation
BICS/CALP
PEPSI
Oral or
Written
Language
Development
Word
Splash
CUP/SUP
Foundations of Instruction
CLD Student Biography
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TPSI
U-C-ME
(Uncover, Concentrate, Monitor, Evaluate)
•Uncover your prior knowledge by writing
what you think of when you hear the term
“assessment”.
•As you go through the session, you will
Concentrate on questions posed and Monitor
your learnings by writing responses, ideas, or
answers.
•The final product can be used to Evaluate
your learnings by you, your peers, or instructor.
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U-C-ME
Insert your
question here
(Uncover, Concentrate, Monitor, Evaluate)
Assessment
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U-C-ME
Insert your
question here
(Uncover, Concentrate, Monitor, Evaluate)
Assessment
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4-Dimensional Assessment
(A Framework for Assessment)
CLD
Student
Biography
Informing
Instruction
Evaluation:
Beyond a
Letter/Number
Grade
Interaction,
Application,
Accommodation
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Session One:
Wedged Between the Politics of Assessment:
Accountability, Thinking, and Learning
• Assessment for CLD Students within classroom
practice.
• Assessment before, during, and after instruction.
• Court cases and the Office of Civil Rights [OCR].
• 4-Dimensional Assessment
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Session One:
Wedged Between the Politics of Assessment:
Accountability, Thinking, and Learning
Topics to be addressed in this seminar include:
• Framing assessment for CLD students within classroom
practice.
• Identifying the phases of assessment before, during, and
after instruction.
• Exploring both instructional assessment and assessment for
multiple purposes.
• Viewing assessment within different contexts.
• Beginning to examine and question your own instructional
assessment for CLD student success.
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DOTS Chart
(Determine, Observe, Talk, Summarize)
• Individually, on the DOTS chart write words that
come to mind when you hear the words “authentic
assessment.”
• Individually make connections to key vocabulary.
• Once you are done with the chart share your ideas
with a partner/exchange words.
• Orally summarize what session one is about with a
your team. Remember to use key vocabulary from
your DOTS chart!
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Authentic Assessment
A-B
C-D
E-F
G-H
I-J
K-L
M-N
O-P
Q-R
S-T
U-V-W
X-Y-Z
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Authentic Assessment
A-B
C-D
E-F
Pre-Instructional
Assessment
CLD Student
G-H
I-J
K-L
Practice/
Application
Biography
Acculturation
M-N
O-P
Q-R
Language
Post-instructional
Assessment
Proficiency
S-T
U-V-W
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X-Y-Z
DOTS Chart
• Empowers CLD students to tap into their
permanent memory and bring forth information
that they can share. This can be applied to any
content area/topic of instruction.
• During instruction you are continually adding new
vocabulary and connecting the DOTS by linking
and building on what CLD students already know.
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Session Two:
What do Students REALLY Know? Using
Authentic Assessment to Inform Practice
• Socio-Affective
Considerations
LANGUAGE
• Prism Model
Comprehension L1 & L2
Communication L1 & L2
Expression L1 & L2
• States of Mind
SOCIOCULTURAL
• Interaction
COGNITIVE
Know
Think
Apply
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Love
Laughter
Life
ACADEMIC
Access
Engagement
Hope
Session Two:
What do Students REALLY Know? Using
Authentic Assessment to Inform Practice
Topics to be addressed in this seminar include:
• Examining the role of authentic assessment as a tool for
informing instruction with your CLD students.
• Exploring the scope of interaction as an integral
part of authentic assessment.
• Learning strategies for taking theory into practice.
• Defining key aspects of authentic assessment.
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Session Three:
Assets as Points of Departure:
Preinstructional Assessment
•
•
•
•
“In the Box” Formal Assessments
Assessments and Placement
The Acculturation Process
Home Visits: Asset Discovery
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Session Three:
Assets as Points of Departure:
Preinstructional Assessment
Topics to be addressed in this seminar include:
• Identifying the attributes of preinstructional
assessment.
• Analyzing the role of CLD student biographies
in informing assessment practices.
• Discussing Miranda, a case study.
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Session Four:
Outside the Lines: Language
Assessment for Teaching & Learning
• Language Proficiency Defined
• In the Box: Measuring Language Proficiency
• Outside the Box: Understanding Language
Proficiency
• Beyond Oral Language Proficiency
• The Argument for Academic English
Language Proficiency
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U-C-ME
Insert your
question here
(Uncover, Concentrate, Monitor, Evaluate)
Assessment
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Session Four:
Outside the Lines: Language
Assessment for Teaching & Learning
Topics to be addressed in this seminar include:
• Understanding the key elements of assessing language
proficiency.
• Exploring transfer of linguistic proficiencies across
different languages.
• Discussing, observing, and reflecting upon classroom
strategies that can move students beyond the boundaries of
traditional language assessments.
• Thinking about classroom practice as language and content
bound.
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Session Five:
Summative Meets Formative in
Postinstructional Assessment
• Bridging Summative & Formative Assessment in
Classroom Practice
• Samples of Summative Content-Area Assessment
• Using Learning Strategies for Postinstructional
Assessment
• Postinstruction Assessment as Summative
• When it’s about the GRADE!
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Session Five:
Summative Meets Formative in
Postinstructional Assessment
Topics to be addressed in this seminar include:
• Exploring summative assessment in practice.
• Identifying the link between formative and summative
assessment.
• Reflecting upon the role that postinstructional
student assessment plays in practice.
• Distinguishing between formative and summative
assessment.
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Session Six:
Gray vs. Grade:
Authentic Content Assessment
• Assessing Content-area Learning
• The Key to CLD Students’ Academic Success
• Formative Assessment: A Synonym for Learning
• Scaffolding Instruction & Promoting Independence
• Bloom’s Taxonomy
• Using Student Learning Strategies as Tools for
Assessment
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Session Six:
Gray vs. Grade:
Authentic Content Assessment
Topics to be addressed in this seminar include:
• Exploring the multiple dimensions of content-based
assessment for CLD student achievement.
• Reflect upon the use of formative assessments to increase
student learning and inform classroom instruction.
• Discussing content assessment during the
practice and application phase of instruction.
• Discussing peer/self assessment, questioning, and
feedback from a nontraditional perspective.
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Formative
• As a team create a
consequence wheel to
identify the positive and
negative aspects of
formative and summative
assessments in practice.
• Be prepared to share with
the whole group.
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Summative
Formative meets Summative
Session Seven:
Special Education Issues: Referral,
Intervention, and Assessment of CLD Students
• Three Categories of Learning Problems with CLD
Students
• How IDEA Defines Students with Disabilities
• Approaches to Identification: What do these tests
tell us vs. what are we really trying to ascertain?
• CLD Students with Special Education Needs
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U-C-ME
Insert your
question here
(Uncover, Concentrate, Monitor, Evaluate)
Assessment
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Session Seven:
Special Education Issues: Referral,
Intervention, and Assessment of CLD Students
Topics to be addressed in this seminar include:
• Understanding the importance of distinguishing disability
• and difference.
• Exploring intervention trends and practices.
• Discuss.
• Discussing critical distinctions between disability and difference and
defining appropriate services for CLD students with verifiable
disabilities.
• Discriminating between interventions which do and do not address the
language and culture of CLD students.
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Session Eight:
Assessment: The “Missing Link” for
Meeting Standards with CLD Students
• Rethinking our “AIM”: Learning or Testing?
• Checking our Habits
• Assessment Acculturation as a Process: The
U-Curve
• A New Classroom Culture
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Session Eight:
Assessment: The “Missing Link” for
Meeting Standards with CLD Students
Topics to be addressed in this session:
• Connecting standards, assessment, language, and
academic development for CLD students.
• Reflecting upon the roles of teacher and students in
creating assessment-driven thinking and learning
environments.
• Discussing assessment in our current practice.
• Creating a plan for the self-assessment, peer
assessment, and implementation of “new” assessment
strategies in classroom practice.
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Lets Review!
WORD SPLASH
PreInstructional
Assessment
Instructional
Assessment
Interaction
(TPSI)
Formative
Assessment
Acculturation
Summative
Assessments
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Final Project
• Working within the Guidelines?
– In Part One of the project for this course, team
members will critically reflect on OCR Guidelines
based on the information gathered as Fact Finders.
• Our Learnings in Summation
– Team identification and documentation of the
implementation of an authentic formative strategy in a
poster presentation format that highlights the
implementation of the strategy as a preinstructional,
in-process, or postinstructional assessment.
– Specific attention will be given to the monitoring of the
impact of the assessment on CLD student learnings.
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Timeline
Your Feedback Facilitator for this course is_______.
• Timelines are site/session specific.
• Assignments are to be submitted electronically to your
Feedback Facilitator by the listed due date.
• Please note those assignments that are collaborative and
those that are individual.
• Special circumstances: If you or your team are aware of
any conflicts with submitting assignments on time, please
communicate this to your Feedback Facilitator
immediately.
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Revisiting U-C-ME
Uncover, Concentrate, Monitor, Evaluate
• As a team, write your answers to the
questions you posed at the beginning of the
session, based on the learnings gained today.
• If you posed a question that was not answered,
cross it out and write about something you did learn.
• Evaluate your answers and make note of any
unanswered questions to explore further during
the course.
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Team Formation
• 3-5 team members
• Choose a NEW designated “Team Leader”
• Remember essential elements for making your
team work:
–
–
–
–
Common mission/shared goals
Individual contributions
Clear communication
Clarify what worked and what didn’t.
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Syllabus & Course Review
• 8 DVD Sessions & CEC Exercises
– Each session viewed as a team
– CEC exercises completed as a team
•
•
•
•
Collaborative Team Course Project
Individual Reflection Wheel Journals
Individual Content-Based Assessments
Textbook: Assessment Accommodations for
Classroom Teachers of Culturally and
Linguistically Diverse Students (Herrera, Murry,
& Morales Cabral, 2007).
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HAVE
A
GREAT
SEMESTER!
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