Margo Gottlieb, Ph.D. Illinois Resource Center and World-Class Instructional Design and Assessment...
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Transcript of Margo Gottlieb, Ph.D. Illinois Resource Center and World-Class Instructional Design and Assessment...
Margo Gottlieb, Ph.D.Illinois Resource Center andWorld-Class Instructional Design and Assessment (WIDA) Consortium
2011 WABE Annual ConferenceKennewick, WA May 6, 2011
Building an Assessment System Inclusive of English Learners
ACADEMIC
ACHIEVEMENTLANGUAGE
PROFICIENCY
TODAY’S ADVENTURE INTO ASSESSMENT….
Testing your knowledge of assessment literacy
Examining instructional assessment systems descriptive of language learners
Exploring the components of a balanced
instructional assessment system
Defining the steps in designing standards-driven
instructional assessment for English learners
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WHAT IS YOUR ASSESSMENT LITERACY?
Check out the ABC Assessment Chart in your handout.
Try to identify an assessment word or expression for each letter of the alphabet.
Star those words that directly apply to building an instructional assessment system.
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Student-focused Sustainable
Multiple sources Accountable
Aligned with standards Varied
Reliable Valid
Teacher-usable Yielding valued information
Gottlieb & Nguyen (2007)
Time to get SMART and SAVVY with instructional assessment data !
5ASSESSMENT PRINCIPLES SHOULD UNDERGIRD ASSESSMENT SYSTEMS….
1. Teaching and learning are influenced by the interaction among learning goals, learning standards, and learning benchmarks, and their alignment with assessment measures.
2. Decision-making is based on multiple measures that include information from formative and summative assessment across levels of implementation to yield a rich array of quantitative, qualitative, and combined types of evidence.
ASSESSMENT PRINCIPLES
3. Assessment at the state and district levels complements strongly supported assessment at the program and classroom levels.
4. Students’ language proficiency, as demonstrated by their growth in language development, is distinct from their academic achievement, their attainment of conceptual skills and knowledge. The assessment of these constructs is unique, with each measure specifically crafted to fulfill a distinct purpose.
Gottlieb & Nguyen (2007)6
LET’S IMAGINE
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You are the designer ofan instructional assessment system for yourdistrict…..
WHAT IS AN INSTRUCTIONAL ASSESSMENT SYSTEM?
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It’s a deliberate, agreed-upon convergence of thinking on the part of educators in how data inform teaching and learning while simultaneously contribute to local accountability.
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WHY IT IS IMPORTANT TO CREATE AN INSTRUCTIONAL ASSESSMENT SYSTEM FOR ENGLISH LEARNERS? TO
Provide multiple sources of evidence of student growth in language proficiency and academic achievement
Mark effectiveness of language education programs
Encourage teacher (and student) voice
Diagnose challenging areas and create a plan for improvement
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INSTRUCTIONAL ASSESSMENT SYSTEMS ARE:
Internal to the functioning of schools and school districts while responsive to the external accountability mandates
Built on consensus from teachers, school leaders, and administrators
Rigorous, comprehensive, and standards-based
Systemic, reflective of shared educational goals, vision, and commitment
DEFINING INSTRUCTIONAL ASSESSMENT… Turn to a partner. One person thinks of 3 attributes of
instruction while one person thinks of 3 attributes of assessment. Then share the features with each other.
Instruction Assessment
SOME SHARED ATTRIBUTES OF INSTRUCTION & ASSESSMENT
Hands-on, performance-based
Engaging, motivating, rigorous, yet sensitive to the students’ educational experiences
Differentiated according to students’ levels of English language proficiency
Infused with instructional supports to scaffold learning
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Instruction Assessment
Instructional Assessment
MODELS OF INSTRUCTIONAL ASSESSMENT SYSTEMS
Which shape or configuration do you think best describes an instructional assessment system built for English learners? Pick one.
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1
5 3
2
4
15INSTRUCTIONAL ASSESSMENT SYSTEMS ARE NEEDED FOR ENGLISH LEARNERS TO:
Document their development of English over time
Track performance in their other language, if feasible and applicable
Ensure data from multiple measures are used for decision-making
Understand the relationship between the students’ language development and academic achievement
Research
Curriculum and Instruction
Assessment
AssEnglish
Learners
Standards
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MODEL 1: A CONCENTRIC ASSESSMENT SYSTEM
Professional Development
IN THIS MODEL….
English learners form the central core that is closely guarded by standards
Standards inform assessment which, in turn, drives curriculum and instruction
The outermost circle, professional development, is infused throughout the system.
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MODEL 2: A LINEAR ASSESSMENT SYSTEM
Home Language Survey
Screener
Curriculum, & Instruction
Annual ELP Assessment
ELP Benchmark Assessment
Annual Achievement Test
Achievement Benchmark Assessment
PreK-12 ELD Standards
Academic Content Standards
IN THIS MODEL English learners are identified from a
standard process consisting of a Home Language Survey and language proficiency screener
Two sets of standards work together in the design and delivery of curriculum and instruction
Measurement of language proficiency and academic achievement yields summative and interim data.
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MODEL 3: A CONTINUUM OF ASSESSMENTS
Idiosyncratic Common Interim Standardized
Individualized
Teacher Tools
Commercial Measures
Criterion –referenced
Tests
Classroom Measures
IN THIS DATA-DRIVEN MODEL Information on English learners is
considered across multiple forms of assessment that serve different purposes and have unique uses
Each form of assessment contributes to decision-making
Accountability is systemic rather than predominately at a state level
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Three forms of instructional assessment can provide formative information:
Idiosyncratic… measures designed by individual teachers used to make student, group, or classroom level decisions
Common… standard measures built by educators and used across classrooms to make grade/ department, school, program, or district decisions
Interim…. benchmark measures administered periodically that, in large part, are externally developed to make program or district decisions
DIFFERENT FORMS OF ASSESSMENT ARE DESIGNED FOR DIFFERENT PURPOSES AND YIELD RESULTS THAT ARE USED IN DIFFERENT WAYS
Idiosyncratic Common Interim Standardized
Formative information
Summative information
Benchmarks
DIFFERENT FORMS OF ASSESSMENT ARE DESIGNED FOR DIFFERENT PURPOSES AND YIELD RESULTS THAT ARE USED IN DIFFERENT WAYS
Idiosyncratic Common Interim Standardized
Formative information
Summative information
Benchmarks
• What are some measures that reflect each form of assessment for your English learners?
• What is the distribution of measures of language proficiency and academic achievement across the different forms?
• What are some additional measures needed for language learners?
Turn and Talk…A Quick Needs Assessment
MODEL 4: A STANDARDS- CENTERED MODEL
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INSTRUCTION
ASSESSMENT
CURRICULUM
Standards
IN THIS MODEL
English language development and academic content standards take center stage.
The system revolves around standards-referenced curriculum, instruction, and assessment
There is an interactive relationship among the components of the system.
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C
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Curriculum and
Instruction
MODEL 5: The BASIC Model
Gottlieb & Nguyen (2007)
ContextualInformation
State and districtassessment
Program and school assessment
Classroom assessment
Learning Standards
THE BALANCED ASSESSMENT AND ACCOUNTABILITY SYSTEM, INCLUSIVE AND COMPREHENSIVE (BASIC) MODEL
Curriculum and instruction are the core components that are balanced by assessment data at various levels of implementation
The model is framed by learning standards and goals of the language education program
The context consists of students’ demographic & historical data that provide the backdrop for understanding their current performance
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State District Program Classroom
AcademicAchievement
Language Development
Which measures mark academic achievement and language development of English learners at each level of implementation?
• Greater consideration for each level of implementation?
• Use of additional forms of assessment and types of evidence?
• Involvement of additional stakeholders, including students and family members?
What might your district’s assessment system need to make it more balanced?
Is crafted by educators within schools and districts
Has strong ties to curriculum and is representative of instruction
Consists of tasks and projects that involve higher-order thinking, invite originality in response and encourage student interaction
Has a short turn around for reporting results with descriptive feedback for students
Reflects what is valued for teaching and learning
To Summarize, Instructional Assessment for English Learners
Finally, irrespective of the model you selected, the instructional assessment system must be:
A valid representation of the performance of English learners
Open to multiple voices and perspectives
Theoretically grounded in a confluence of fields, including linguistics, education, second language acquisition, and assessment
Based on research conducted on English learners
Dynamic, flexible, and open, willing to evolve over time.
IMAGINE IF…
Tomorrow, we are told that reauthorization of ESEA no longer requires annual achievement tests, but schools must continue to show that students are making adequate yearly progress toward meeting grade-level standards.
35
Where would you begin to build a balanced instructional assessment system responsive to the diverse needs of your English learners?
Now that you have chosen a model descriptive of an instructional assessment system, what are the steps in its implementation for English learners?
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PREVIEW….TWO MAJOR CONSIDERATIONS 1. Who are your students?
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DEMOGRAPHICS…THE VARIABILITY AMONG ENGLISH LEARNERS
Students with Interrupted Formal Education
Long-term ELs English learners with considerations for
special education
Dual language learners ELLs with strong L1 literacy Simultaneous v. sequential young ELs
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2. What are Your Source Materials for Instructional Assessment?
Which sets of standards?
Which curricular topics and themes?
Which textbooks and technology?
Which other resources, such as multicultural communities, can you tap?
HERE IS A MULTI-STEP PROCESS FOR IMPLEMENTING AN INSTRUCTIONAL ASSESSMENT SYSTEM INCLUSIVE OF ENGLISH LEARNERS …
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STEP I: LANGUAGE AND CONTENT TEACHERS PARTNER TO CO-DESIGN LANGUAGE AND CONTENT TARGETS FOR CURRICULAR UNITS OF INSTRUCTION.
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WHY IS CO-PLANNING IMPORTANT? TO… Complement each teacher’s strengths and
expertise
Communicate and articulate students’ needs
Provide continuity of instruction for English language learners
Share the responsibility for educating English language learners
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HOW MIGHT YOU PLAN TOGETHER? Protected planning time
Joint professional development
Clusters
Early release days
Virtually43
Content and language targets correspond with the major conceptual and linguistic understandings for a unit of study.
A Sample Content Target
Students will round large whole numbers in various place values in solving math problems.
A Sample Language Target:
English language learners will use the language of estimation (e.g., ‘close to, about, around, approximately’) in oral communication as applied to rounding place value.
LANGUAGE CONTENT
STEP 2: INSTRUCTIONAL ASSESSMENT TASKS FOR THE UNIT ARE DESIGNED TO ENGAGE ENGLISH LEARNERS IN HANDS-ON, PERFORMANCE ACTIVITIES.
A performance task should:
Exemplify both English language proficiency and academic content standards
Be rigorous, challenging, yet reasonable for English learners
Capitalize on the linguistic and cultural experiences of the students
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Step 3: LESSONS ARE DIFFERENTIATED BY LANGUAGE OBJECTIVES THAT CORRESPOND TO STUDENTS’ LEVELS OF LANGUAGE PROFICIENCY
Beginning ELs
Intermediate ELs
Transitional ELs
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In other words, how do the students’ levels of language proficiency impact how lessons are designed?
Beginning
Beginning-
Advanced
Intermediate
Advanced
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Transitional
Beginning
Intermediate
Advanced
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Beginning ELs: Students will say ‘round up’ or ‘round down’ in response to number phrases (e.g., ‘Going from 760 to 800, we __________’).
Intermediate ELs: Students will give each other a series of commands re: use of rounding for number sentences.
Advanced ELs: Students will explain, using the language of estimation, a multi-step process for rounding
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DIFFERENTIATED LANGUAGE OBJECTIVES
STEP 4. LANGUAGE ASSESSMENT IS EMBEDDED IN INSTRUCTIONAL ACTIVITIES, TASKS, OR PROJECTS
For the given language target ….
What activities, tasks, or projects might you design for the students’ levels of language proficiency?
What kinds of rubrics do you plan to incorporate into instruction?
49incorpo
rat
Instructional assessment = a performance activity, task or project + a rubric with set criteria + student self-assessment
EXAMPLE OF AN INSTRUCTIONAL ASSESSMENT TASK
With a partner, estimate the length, width, and perimeter of a room. Measure the room with various tools (e.g., meter and yard sticks). Round your results and explain how you did it.
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Step 5: DOCUMENTATION FORMS OR RUBRICS ARE DESIGNED TO COLLECT AND MAINTAIN DATA ON STUDENT PERFORMANCE.
Checklists Rating Scales Holistic Scales Analytic Scales
AN EXAMPLE SPEAKING CHECKLIST
YES NO
1. Student uses the language of estimation in context.
2. Student uses the language of estimation when rounding tens, hundreds, or thousands.
3. Student uses the language of estimation in explaining how to round place value.
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AN EXAMPLE RATING SCALE FOR SPEAKING
The student Not yet Sometimes Consistently
Uses the language of estimation in context.
Uses the language of estimation when rounding tens, hundreds, or thousands. Uses the language of estimation in explaining how to round place value
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STEP 6: SUSTAINED PROFESSIONAL DEVELOPMENT ALLOWS TEACHER TEAMS TO ENGAGE IN AND REFLECT ON THE INSTRUCTIONAL ASSESSMENT PROCESS.
Form Professional Learning Communities with language and content teacher teams that are supported by school leaders
Use devoted professional development time
as an opportunity to design and implement instructional assessment.
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‘IDEAS ARE THE BUILDING BLOCKS OF IDEAS.’ … JASON ZEBEHAZY
It’s time to build instructional assessment systems for English learners!