Comprehensive Assessment System



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Comprehensive Assessment System

  • Webinar #7
  • January 11, 2012

Session Topic:

  • Cultural & Linguistic Demands of Assessment

Session Objectives

  • 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

Stages of 2nd Language Development

  • 1
  • 2
  • 3
  • 4
  • 5
  • 1
  • 2
  • 3
  • 4
  • 5
  • 1
  • 2
  • 3
  • 4
  • 5
  • 1
  • 2
  • 3
  • 4
  • 5

Remember…

  • 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

WIDA Can-Do Descriptors

  • http://www.wida.us/
  • 4 domains:
    • Reading
    • Writing
    • Speaking
    • listening
  • Organized by grade level and language proficiency level

Authentic Assessment

  • 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
  • Questions?

Resources for Consideration of Commercial Assessments

  • Review technical manual
    • http://rti4success.org/screeningTools
    • www.cal.org

The WIDA standards and assessment framework

  • ELPS
  • Summative
  • Research on second language development
  • Formative
  • Instruction
  • ELP Assessments
  • Assessment Data
  • Performance Definitions
  • CAN-DO Descriptors
  • Purpose
  • Administration
  • Scores
  • W-APT
  • (WIDA Access Placement Test)
  • Screen
  • Individual- 20 min.
  • Proficiency level
  • MODEL
  • Screen or interim/benchmark
  • Individual – 30-45 min.
  • Scale score, proficiency levels
  • ACCESS
  • Summative
  • Jan/Feb – multiple day, group or individual
  • Raw score, scale score, proficiency level
  • ELP Assessments

Interpreting Data

  • Question your first assumptions
  • Use multiple measures
  • Use the knowledge you have about that student
  • Consider linguistic demands (do you still have construct validity?)

Imagine if…

  • 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

Multiple Measures/Triangulation

  • 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

Questions?

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