Assessment (ESOL Testing and Evaluation) - The School District of ...

PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION
COMPONENT TITLE:
Assessment (ESOL Testing and Evaluation)
IDENTIFIER NUMBER: 4701001
MAXIMUM POINTS: 60
RESTRICTED:
This component is restricted and may only be opened by the Department of Multicultural
Education.
GENERAL OBJECTIVE:
Assessment is an extensive range of actions used to obtain information about students’
knowledge and skills. Considering the cultural and linguistic diversity of ELLs, appropriate
assessment provides ways to demonstrate what they know and can do both in the English
language and content areas.
RESEARCH BASE:
Training required by the META Consent Decree for teachers that work with the language
development of ELLs. Standards were developed with specific performance indicators. The
Assessment section is Domain 5. (http://www.fldoe.org/aala/rules.asp)
SPECIFIC OBJECTIVES:
Within the duration of the component, participants will:
Standard 1: Assessment Issues for ELLs
Teachers will understand and apply knowledge of assessment issues as they affect the
learning of ELLs from diverse backgrounds and at varying English proficiency levels.
Examples include cultural and linguistic bias; testing in two languages; sociopolitical and
psychological factors; special education testing and assessing giftedness; the importance
of standards; the difference between formative and summative assessment; and the
difference between language proficiency and other types of assessment (e.g.,
standardized achievement tests). Teachers will also understand issues around
accountability. This includes the implications of standardized assessment as opposed to
performance-based assessments, and issues of accommodations in formal testing
situations. (20 points)
Performance Indicators for Standard 1:
1. Demonstrate an understanding of the purposes of assessment as they relate to
ELLs of diverse backgrounds and at varying English proficiency levels.
2. Identify a variety of assessment procedures appropriate for ELLs of diverse
backgrounds and at varying English proficiency levels.
3. Demonstrate an understanding of appropriate and valid language and literacy
assessments for ELLs of diverse backgrounds and at varying English proficiency
levels.
2010 – Multicultural Education

PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION
4. Demonstrate understanding of the advantages and limitations of assessments,
including the array of accommodations allowed for ELLs of diverse backgrounds
and at varying English proficiency levels.
5. Distinguish among ELLs’ language differences, giftedness, and special education
needs.
Standard 2: Language Proficiency Assessment
Teachers will appropriately use and interpret a variety of language proficiency
assessment instruments to meet district, state, and federal guidelines, and to inform their
instruction. Teachers will understand their uses for identification, placement, and
demonstration of language growth of ELLs from diverse backgrounds and at varying
English proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders. (20 points)
Performance Indicators for Standard 2:
1. Understand and implement district, state, and federal requirements for
identification, reclassification, and exit of ELLs from language support programs,
including requirements of the LULAC Consent Decree.
2. Identify and use a variety of assessment procedures for ELLs of diverse
backgrounds and varying English proficiency levels.
3. Use multiple sources of information to assess ELLs’ language and literacy skills
and communicative competence.
Standard 3: Classroom-Based Assessment for ELLs
Teachers will identify, develop, and use a variety of standards- and performance-based,
formative and summative assessment tools and techniques to inform instruction and
assess student learning. Teachers will understand their uses for identification, placement,
and demonstration of language growth of ELLs from diverse backgrounds and at varying
English proficiency levels. Teachers will articulate the appropriateness of ELL
assessments to stakeholders. (20 points)
Performance Indicators for Standard 3:
1. Use performance-based assessment tools and tasks that measure ELLs’ progress
in English language and literacy development.
2. Understand and use criterion-referenced assessments appropriately with ELLs
from diverse backgrounds and at varying English proficiency levels.
3. Use various tools and techniques to assess content-area learning (e.g., math,
science, social studies) for ELLs at varying levels of English language and
literacy development.
4. Prepare ELLs to use self- and peer-assessment techniques, when appropriate.
5. Assist ELLs in developing necessary test-taking skills.
4. Assess ELLs’ language and literacy development in classroom settings using a
variety of authentic assessments, e.g., portfolios, checklists, and rubrics.
2010 – Multicultural Education

PROFESSIONAL LEARNING INSERVICE COMPONENT INFORMATION
LEARNING STRATEGY/METHODOLOGY PROCEDURES:
Participants will:
1. Engage in presentations, discussions and other activities which help them master the
identified competencies.
2. View videos and/or educational televisions programming in order to master identified
competencies.
3. Work with the district professional library, public, college or university libraries to
complete independent research to apply to classroom instruction.
EVALUATION OF PARTICIPANTS:
Participants must demonstrate a mastery of the training content measured by producing products
from their training that provide documentation of an understanding of the training. Participants
will provide feedback regarding the format and delivery of the training by submitting a
Participant Feedback survey to the instructor.
IMPLEMENTATION ACTIVITIES:
Participants will:
1. Demonstrate ability to use instructional materials appropriate for ELL students using ESOL
strategies which enhance language learning and acquisition.
2. Analyze appropriate assessment data to determine individual progress of ELL students in
the classroom and on district/state assessment instruments.
3. Demonstrate the ability to assess initial English language proficiency for placement and
instruction
4. Identify and/or develop assessment instruments, rubrics and evaluation tools to determine
the ability of students to function independently in regular classes for English speakers.
5. Demonstrate the ability to assess limited English proficient (ELL) student's progress in
the classroom using a variety of assessment instruments.
COMPONENT EVALUATION:
Professional learning facilitator(s) will assess the degree to which the activities addressed the
specific objectives and will make recommendation for revision through a component evaluation.
2010 – Multicultural Education