Webcast 1003
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Transcript of Webcast 1003
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Characteristics of English Language Learners (ELLs)LanguageSimilarities & differencesCultureChildrearing practices & family valuesParental role in schoolPrevious educational experienceLiteracy in native language
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Characteristics of ELLsLanguageOver 200 language backgroundsProximity of native language to EnglishCulturePassive vs. activeFamily valuesChild-rearing practicesPrevious educational experienceUse of native language literacy as a building block
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What is Assessment?Gathering information on what a student knows or has learnedFormal or informal
Observation & documentation
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No Child Left BehindGood NewsAccountability for ELLs
Bad NewsOne size does not fit allEnglish language standardized tests not always appropriate for ELLsStatewide testing for ELLs an emerging field, not much research
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Disaggregation of Test ScoresSeparating out test scores or results for ELL students from all scores
To find out: How are ELLs doing?
Are they meeting state standards?
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ValidityAccuracy of inferences
Making appropriate assumptions about test scores
Use language of classroom instruction
Use alternative forms of assessment that reflect classroom instruction
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VideoNew Kid in Town
Arlington Intake Center, Arlington VA
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Newcomer AssessmentUsed to determineNative language literacy
Prior educational experience
Phonemic awareness in English
Prior knowledge
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Inappropriate AssessmentsProblems with current testsHeavy language load
Out of context
Culturally-based
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Sample Test ItemGrade 3 Reading
Look at the picture. Which word has the same middle and ending sounds as the name of the picture?F butterG rabbitH kettleJ nibble
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Assessing ReadingMust reflect classroom instruction
Use interactive tasks to provide context for learning
Standardized tests do not always provide context or language support
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Linking Classroom Assessments to Statewide TestsBase classroom assessments on state standards
Use classroom learning tasks as opportunities for assessment
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Benefits of Classroom-Based AssessmentsGuide both teaching & learning
Continuous adjustments by teacher & students
Provide specific, personalized, timely information
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Two Types of AssessmentTeacher-Useful AssessmentsObservation & documentationChecklists, rubrics, anecdotal records
Student-Friendly AssessmentsChecklists detailing learning expectations
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Assessing ELLs withLearning DisabilitiesWays to promote success:Use manipulatives, pictures, illustrations
Use performance-based assessment
Use instructionally-based materials
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Language or Learning Disability?Ways to assess:Educational & medical history
Parental interview
Student interview
Teacher observation and documentation on variety of learning tasks
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AssessmentDoes not need to take time away from instruction
Can be simultaneous to instruction
Must be ongoing & continuous
Can provide feedback to guide teaching and improve learningAn integral part of instruction
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Teacher AssessmentsInform & Direct InstructionNeeds/DiagnosticAssessmentReadingInstructionRedirectedReadingInstruction
Cycle of Assessment & Instruction
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Before and After TeachingFind out what students knowDiagnostic testsOral questioning
Group for differentiated instruction
Relate to prior knowledge & students interests
Compare results before and after tests
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State Standardized TestsMeasure annual growth
Not as useful for informing classroom instruction on weekly basis
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VideoLetters and Sounds
Mark Hopkins Elementary School, Sacramento CA
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Video highlightsStudent engaged to follow specific instruction
Student performs literacy task
Teacher keeps record of strengths and needs
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Useful Teaching ApproachesRelate new information to students prior knowledge
Use hands-on tasks, manipulatives, games, kinesthetic activities, visuals
Help learners feel they belong
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Assessing and DiagnosingIn a Multi-lingual ClassroomCommon set of teaching standards and objectives
Compare each students accomplishments to standards instead of to each other
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When Native Language LiteracyIs Not Available in the ClassroomGather ResourcesParents, community members, networking
Provide Scaffolding in the ClassroomSimplified English languageReinforce oral directions with written onesVisuals, manipulativesCooperative learning, gamesReduce students anxiety & stress
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Assessment That Promotes LearningNot just auditing learning
Diagnosing strengths and needs
Providing specific feedback
Descriptive & productive feedback Not just a gradeAdd constructive comments
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Sharing Expectations with StudentsIdeas to try:Use wall charts, tables, graphs
Use symbols to reduce language load
Use color coding
Use student-friendly checklists for reading skills
Student/teacher conferences
Essential for self-monitoring
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Informing Both Parents & StudentsShare learning goals, objectives, and assessment results
Enable students to hit the learning target
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Teacher ObservationsObserve whole class or small groups
Save one-on-one assessment for individuals not making progress
Group & individual tasks
Provide time for individual conferences
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Involving ParentsNative language resources
Provide childs history
Need to know learning goals & assessment expectations
Can support literacy in the home
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SummaryNeed variety of assessments
Need to involve parents
Need state legislation requiring teacher assessment literacy
L. V. Pierce, George Mason University
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Thank you for watching!