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EDEU505-000000 Assessment of ELs

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Overview of procedures and instruments used to promote assessment of learning, assessment for learning, and assessment as learning in English learners and emerging bilinguals. Develop understanding of the purposes, characteristics, strengths, and limitations of formal assessments and informal structured and unstructured classroom assessments, strategies for using assessment data to plan and deliver instruction, and the impact of validity, reliability, and bias. Tools and practices for identifying, placing, and assessing language and content learning in English learners and emerging bilinguals at all levels of English language development will be included. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (can be completed in your own classroom if teaching English Learners). 3 credits.

Registration Alert:

This course should be complete LAST by those completing coursework toward an endorsement/add-on certificate.

This course builds on content and topics in all other courses related to teaching English Language Learners.

Registration Restriction: Open to any educator in ANY district/system who holds a minimum of a BA/BS degree.

Format: Online, asynchronous

Self-paced, instructor supported

Course Texts, Materials, Resources


Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs ©2019

    • TESOL4.1. Apply knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests
      • Explain fair, equitable, and comprehensive assessment for emerging bilinguals
      • Explain the assessment continuum for emerging bilinguals
      • Legal requirements related to identification, placement, and monitoring progress of emerging bilinguals
    • TESOL 4.a.2. Make informed instructional decisions that support language learning
      • Interpret Individual Student Report results in ways that are comprehensible for colleagues and parents
      • Interpret the Student Roster Report to look for patterns in student performance to inform class placement, class work groups, and to identify students in need of additional supports
      • Interpret the Frequency Report to gain a sense of the school’s efforts in educating ELLs and make suggestions for planning, developing or restructuring language services for emerging bilinguals
      • Make instructional decisions about content and language learning needs of English Learners based on multiple data points including structured and unstructured classroom assessments, WIDA Individual Student Report results, and understanding of socio-cultural factors
        • Develop a language learning plan
    • TESOL 4.b.1. Demonstrate understanding of classroom-based formative, summative, and diagnostic assessments scaffolded for both English language and content assessment
      • Determine strengths and limitations of structured and unstructured classroom assessments/strategies for assessing language development
      • Modify classroom assessments to assure access and accommodations for emerging bilinguals at early and intermediate levels of English development
      • Demonstrate ability to use the WIDA Speaking and Writing Rubrics to assess expressive language
      • Make instructional decisions about student language learning needs in the classroom based on results from the WIDA Speaking and Writing Rubrics
    • TESOL 4.b.2. Determines language and content learning goals based on assessment data
      • Create language and content learning goals based on the Individual Student Report and the Student Roster report, and other factors such as academic, personal, familial, cultural, and sociopolitical factors of the group, and individual students within the group
      • Analyze and use classroom-level data collected through TeachFX
    • TESOL 4.c. Demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate for administration of standardized assessments to emerging bilinguals
      • Explain the content and structure of WIDA Screener and ACCESS tests to those unfamiliar
      • Demonstrate ability to administer the WIDA Screener in all formats
      • Demonstrate ability to administer the WIDA ACCESS test in all formats
      • Explain and interpret all accessibility features available to ELs for all State level academic and language development tests
      • Explain and interpret all accommodations available to ELs for all State level academic and language development tests
    • TESOL 5.c.1. Practice self-assessment and reflection, make adjustments for self-improvement and plan for continuous professional development in the field of English language learning and teaching
      • Maintain regular reflections about professional practices related to assessing English Learners through a journal, blog, vlog, or podcast
      • Utilize resources from national and local professional organizations, social media groups, local community organizations, and other sources available to support parents of English learners, students, administrators and teachers, and professional growth in practice for teachers of English Learners
    • TESOL 5.d. Engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty
      • Conduct assessments of English Learners with guidance and support of a licensed colleague, supervisor, or coach


Here is the course outline:

Course Overview

EDEU505-2022 MOD 1 WIDA Assessor Training

Provide evidence of successful completion of WIDA ACCESS and Screener Assessor online training.

EDEU505-2022 - MOD2 - Assessment OF, FOR, and AS Learning

What is assessment OF, FOR, and AS learning and how can these types of assessments be used to foster academic English language development in emerging bilinguals?

EDEU505-2022 - MOD3 - The Effects of Planning Assessment with Instruction

How does a teacher seamlessly plan to integrate assessment with instruction to produce a continuous flow of assessment information that teachers and students use to improve learning for English Learners?

EDEE505-2-22 MOD 4 - Differentiating Assessment for ELs

What needs to be considered when differentiating assessments for English Learners?

EDEU505-2022 Course Project - Assessing and Using Student Level Data

Demonstrate ability to adequately assess ELs and support students at different levels of English language development based on a student profile, and assessment data.

Course Evaluation



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