Comprehensive Assessment System
- Webinar #7
- January 11, 2012
- Cultural & Linguistic Demands of Assessment
- The purpose of this session is to:
- Describe factors that impact assessment of ELLs
- Share resources for developing/selecting assessments and scoring assessments
- Provide guidance for interpreting assessment data of ELLs
- Answer questions
Factors that Affect ELLs
- Country of origin
- Educational experiences in L1
- Linguistic backgrounds
- Development of first language
- Circumstances of second language development
Stages of 2nd Language Development
- Proficiency in social language = 2-3 years Proficiency in academic language = 5-9 years
- Ells have to learn English and they need to simultaneously learn content IN English
English is tricky!
- The bandage was wound around the wound.
- The farm was used to produce produce .
- I did not object to the object.
- The insurance was invalid for the invalid.
- The wind was too strong to wind the sail.
- I had to subject the subject to a series of tests.
Developing Local Assessments
- Universal Design/Plain Language
- Cultural/socio-economic lens
- Practical demonstration of knowledge and/or understanding
- Ex. Observations, performance tasks, etc.
- Perhaps writing an essay is not the best way to determine the student’s level of understanding of academic content
Resources for Consideration of Commercial Assessments
- Review technical manual
- Research on second language development
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- (WIDA Access Placement Test)
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- Screen or interim/benchmark
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- Scale score, proficiency levels
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- Jan/Feb – multiple day, group or individual
- Question your first assumptions
- Use multiple measures
- Use the knowledge you have about that student
- Consider linguistic demands (do you still have construct validity?)
- What additional questions would you want to ask about these 2 students?
- Two 5th grade ELLs at a WIDA level 2.5 score in the most at risk range on a math screen.
- Student A
- Arrived to the US 3 months ago
- Demonstrates grade level literacy in L1
- Preliminary adaptation phase
- Student B
- Arrived to the US 3 years ago
- Some oral L1 proficiency but no L1 literacy
- Integrative adaptation phase – culture split
- Given the contextual ELL factors, how do you respond?
- What would you do next for each student in
- ESL/bilingual instruction
- the general education classroom
- additional intervention if any
- Compare L1 and L2 measures, when possible
- Use WIDA rubrics (in addition to content rubrics)
- Progress Monitoring data
- Considerations from structured language observations + performance tasks
Additional Screening Information Needed for ELLs
- When using traditional screening measures to determine the degree and type of intervention ELLs will need, also:
- Review language proficiency data
- Consider level of acculturation at the time of screening
- Check to see if the measure has been normed on ELLs
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