Acquire understanding of strategies and instruments for diagnosing and evaluating learning and instruction in English and the student's home language. Focus will be on the purposes, characteristics, strengths, and limitations of teacher-made and commercial assessments used to identify, place, and exit English Learners. Strategies for reflecting on and using assessment-data to plan and deliver instruction will be explored along with issues related to validity, reliability, bias, scoring, and other assessment-related issues.
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.
Open to any educator in ANY district/system who holds a minimum of a BA/BS degree.
SPECIAL blended delivery section USING ZOOM (face to face sessions, plus online work)
Face to Face sessions: THURSDAYS - 4:15pm - 8:15pm (breaks included)
March 18, 25, April 8, 15, 22, 29, May 6, and May 13 (no class March 31 for Spring break - eight (8) sessions due to the content of the course)
COURSE END DATE: May 31, 2020 (all work due PRIOR to this date)
ZOOM Videoconference - a link will be sent 15 minutes before the first class session to those who are registered
- Audio and video participation is required for the full time each class is in session using Zoom
- Locate a quiet space, free of distractions (to the greatest degree possible)
- Have a headset (mic/ear buds) as a backup in the event you experience feedback
ANTICIPATED Course Text: DO NOT PURCHASE AT THIS TIME
Amazon link (however you may purchase from any vendor)
Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
Second Edition published 2020
A KINDLE VERSION IS AVAILABLE
- Explain the concept of comprehensible, fair, equitable, and supportive assessment for English Learners
- Define and explain issues related to assessment of English Learners such as accountability, reliability, validity, bias, special education testing, primary and target language proficiency, language supports, and accommodations/supports in all assessment situations
- Identify and evaluate language proficiency assessments to document students' language development
- Demonstrate ability to use assessment data at all points in the assessment continuum to inform teacher instruction, and to identify, place, and reclassify ELs
- Explain assessment OF, FOR, and AS learning and apply the principles to assessment of ELs
- Identify and apply assessment tools and techniques that are valid and reliable for ELs in order to measure students' academic achievement, including accommodations for ELs' language proficiency levels, and inform teachers' content and language instruction in the classroom
IL State Standards for Teachers: Section 27.425 Rules
- IL27.425-4A: demonstrates knowledge and understanding of various assessment issues that affect ELs, such as accountability, reliability, validity, bias, special education testing, primary and target language proficiency, language supports, and accommodations in all assessment situations
- IL27.425-4B: demonstrates knowledge, understanding, and application of a variety of language proficiency assessments to document students' language development, to inform teacher instruction, and to identify, place, and reclassify ELs
- IL27.425-4C: demonstrates knowledge, understanding, and application of a variety of assessment tools and techniques that are valid and reliable for ELs in order to measure students' academic achievement, including accommodations for ELs' language proficiency levels, and inform teachers' content and language instruction in the classroom
TESOL STANDARD 4: ASSESSMENT AND EVALUATION (effective 2024, IL)
Candidates apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments.
Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of communicating results to other educators, ELLs, and ELLs’ families.
- TESOL 4a: Candidates apply knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests. Candidates make informed instructional decisions that support language learning.
- TESOL 4b: Candidates demonstrate understanding of classroom-based formative, summative, and diagnostic assessments scaffolded for both English language and content assessment. Candidates determines language and content learning goals based on assessment data.
- TESOL 4c: Candidates demonstrate knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate to ELLs for standardized assessments.
- TESOL 4d: Candidates demonstrate understanding of how English language proficiency assessment results are used for identification, placement, and reclassification.
Here is the course outline:
Syllabus and Projects
Module for submitting activities
Module A: Final Project Preview
This early preview of the Final Project is intended to create an advance organizer to help participants understand how the course content and activities will practically come together at the end of the course.
EDEU9394 Module 1 - Laws, Policies, and Rules for Serving English Learners
What laws govern how English Learners are identified, assessed, placed, and supported in schools? What are the rights and responsibilities of parents and schools? How does this affect teachers?
EDEU9394 Module 2 - Assuring valid, reliable, and equitable practices for ELs
What issues impact valid, reliable, and equitable assessment of ELs?
EDEU9394 Module 3 - Assessment OF, AS, and FOR Learning
What is assessment OF, FOR, and AS learning and how can these types of assessments be used to assure comprehensible, fair, challenging, and supportive assessment of English Learners?
EDEU9394 Module 4 - Differentiating Assessment for ELs
What needs to be considered when differentiating assessments for English Learners?
EDEU9394 Module 5 - Gate Activity 1 (10-12 hours)
This activity serves to assess understanding of issues related to creating and implementing a comprehensive classroom assessment system to assure fair, equitable, and reliable assessment of English Learners.
EDEU9394 Module 6 - 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?
EDEU9394 Module 7 - Creating Valid, Equitable, and Reliable Assessments for ELLs
What are the critical issues associated with creating valid, equitable, and reliable assessments for ELs?
EDEU9304 - Module 8 - Gate Project 2: Researching and Selecting Assessments for ELLs (8-15 hours)
This second gateway project provides the participant with an opportunity to research and select assessments appropriate for assessing both content and language development for English Learners. The participant's research and online searching skills will influence the amount of time needed.
WIDA Assessor Training
Provide evidence of successful completion of WIDA ACCESS and Screener Assessor online training.
EDEU9894 Module 9 - Planning Instruction and Assessment for English Learners (10-12 hours)
This activity requires the participant to demonstrate ability to adequately plan instruction and assessment for students at different levels of English language development to assure comprehensible instruction and valid, reliable, and equitable assessment for English Learners.