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Assessment In Education

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MattKrystle Baker

on 28 November 2013

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Transcript of Assessment In Education

Accommodations in Assessments--ELL's
ELL Accommodations in Classroom
Used for assessment of Science and Math
Tested throughout the year at various times for progress monitoring
RTI con't.
Results are shown in comparison to school, district, and student. These results are shown to the parents so they can follow their child's progress.
These results also assist educators in determining a students need for RTI
This type of assessment allows a teacher to see what the student can do with what they have learned not only what they can remember of facts.

Resource to use for progress monitoring to see the students progress over period of time

Writing is a common subject to have portfolios as formative assessments as the educator can see how much or how little the students writing samples are progressing.

Frequent feedback needs to be provided so the students is constantly aware of the gap that needs to be closed to achieve mastery.
Modifications in Assessment of ELL's
Cultural Bias During Assessment
Linguistic Bias During Assessment
Providing images of words or key concepts to associate with an idea being asked of the student

Giving student the test in his/her native tongue

Allow student to use a glossary or bilingual dictionary
Longer testing time
Frequent breaks
Alter format
Alternative test
Allow oral answers or multiple choice questions/answers
Require fewer questions

Avoid using questions such "all of the following except" or True/False- these are very hard for ELL's to understand and process

When creating a test think of language simplification of questions

Language to avoid: false cognates, unfamiliar word phrases, idioms
Tends to test the students knowledge of culture instead of the key academic concept or idea

Does not allow the student to draw on what they know

Makes references to events, holidays, processes, culturally specific traits that would possibly cause a student to not know how to answer a question due to lack of cultural knowledge
Results are shown on a vertical scale which is useful to teachers in determining if students are performing at the same level as their peers and "norm" and if they are improving or declining in progress throughout the year.
Used in assessing students in Reading skills and progress
Provides 4 different types of tests:
1.the Broad Screen/Progress Monitoring Tool given to all students in 3-5 min.
2.the Broad Diagnostic Inventory, which includes comprehension and vocabulary tasks
3.the Targeted Diagnostic Inventory
4.Ongoing Progress Monitoring Broad Screen/Progress Monitoring

Based on reading scores students will be given ongoing assessments at their ability level increasingly becoming more difficult but not enough to where it exceeds frustration level of student.
Assessment in Education
End of Unit Test-Summative
This test should be used primarily for end of unit examination such as spelling test or vocabulary.

Often times can not be a true evaluation of what the student knows because when the word test is used students often get very nervous and cannot remember facts required to know.

These tests are normally teacher made so they need to be reliable and valid refraining from their being any cultural or linguistic bias within.

These assessments allow the teacher to know which students need remediation in the subject and which students could benefit from differentiating instruction.

At the end of the unit if the majority of the students pass the test then that will tell teacher that focused remediation needs to be completed with the others remaining, This is assuming that the teacher has reviewed the test for cultural and linguistic bias and has found no bias thata may have caused a defect in some students results.
Response to Intervention Pyramid
Based on diagnostic scores that are cause for concern a student will be placed into a tier to ensure no student slips through the cracks and has an educational plan to promote success.
Sample Remediation after my lesson on Culture and Traditions
I taught a lesson on culture and traditions and as I performed various formative assessments on key concepts and vocabulary taught in the lesson I learned that most students did not grasp the topic and that we were not ready to move on. I extended the time of the lesson and included a video portraying culture, vocabulary matching game on Smart Board that all students participated with, and a homework assignment that required all students to talk with their family about cultures and traditions in their family and then come in the next day and research their culture writing a small summary on cultures and traditions. Their depth of understanding will be shown in their short summaries and help me to identify those students that still need further remediation before a summative or end of unit assessment is given because by that time it is normally too late.
ELL Considerations
Teacher Observations-
During informal assessments allow ELL's to use graphic organizers or pre-made templates to allow them to organize their thoughts or ideas.

Give ELL's (and all students) a scoring rubric so they have clear knowledge of the expectation of assignment.

Determine what it is the student is being graded on and whether there could be separate scores for content knowledge versus language proficiency .
ELL Accommodations- Informal Assessments
Looking at student data from this years Discovery and Fair testing in my 3rd grade classroom, students were placed into ability level groups and curriculum designed to meet their needs as individuals, We placed 6 students that scored less than 15% in all subject areas (Math, Science, Reading) into 2 small groups that I work with every week and evaluate their progress in current learning concepts. As a whole group the students, when compares on a vertical sliding scale, scored less than their peers so the classroom teacher and I know that we will move through topics and lessons slower and be redesigning the curriculum on a continual basis to meet the students needs.
using observation forms and anecdotal records teachers can learn and monitor students progress without the students being aware. These observations can prove most valuable when discussing progress with student.

Teacher observations
Anecdotal Records
Projects or Essays
Minute Papers
Concept Maps
Exit Cards
Research Papers
State mandated Assessments
Examples of Assessments in Classroom

Center for the Enhancement of Learning & Teaching . (N.D.). Celt Tips . Retrieved 09 29, 2013, from Tufts University : http://provost.tufts.edu/celt/files/SummativeandFormativeAssessment.pdf
Coffey, H. (n.d.). Formative Assessment . North Carolina .

Colorin Colorado. (2007). Using Informal Assessments for English Language Learners. Retrieved 09 29, 2013, from Colorin Colorado : http://www.colorincolorado.org/educators/assessment/informal/

Colorin Colorado . (2011). ELL Law Resources by State . Retrieved from Colorin Colorado : http://www.colorincolorado.org/web_resources/by_state/florida/

Educational Research Newsletters & Webinars. (n.d.). How FAIR assesses reading in grades K-2. Retrieved 09 29, 2013, from Educational Research Newsletters and Webinars : http://www.ernweb.com/public/951.cfm#.Ukic_0rD_IV

Florida Department of Education . (2005). Settlement Agreement Consent Decree. Retrieved from Bureau of Student Achievement through Language Acquisition: http://www.fldoe.org/aala/lulac.asp#one

Irwin, L. (2013, 09 27). Classroom Data . (K. Baker, Interviewer)

Mary J. Pitoniak, J. W. (2009). Guidelines for the Assessment of English Language Learners. Retrieved 09 29, 2013, from Educational Testing Services: http://www.ets.org/s/about/pdf/ell_guidelines.pdf

Victoria Damiani, E. (2004). Portfolio Assessment in the Classroom . Helping Children at Home and School, S3-132.

Exit Strategy
Students must test proficient in English language to exit the ESOL program. Students are continuously monitored for a period of no less than 2 years.
All schools must submit an SEA to the state and identify possible ELL students through usage of the Home Language Survey. State uses CELLA placement test to place ELL in a proficiency level.
Reclassification of ELL's
ELL students is identified when they answer that another language other than English is primarily spoken at home, student was not born in U.S. or native language is not English, significant difficulties are had due to the impact of another language, or difficulty in English is had to the point of learning difficulties in the mainstream classroom.
Team of educators, parents, guidance counselors, and administration come together to review the students test scores and create and IEP for each student and come together to review and update regularly
Exiting students are reviewed at their very first report card and then semi-annually for first year and then again at the end of the second year. Consistently poor grades or declining test scores will warrant a meeting called to review student performance and possible reentry into the ESOL program pending parental opinion and consideration to other factors.
Students are placed in the ESOL program for a minimum of 3 years but can stay in the program for another 3 providing they do not meet English proficiency standards.
Testing of ESOL program students shall be in conformity with previous assessment tools and format. Material will be changed slightly depending on the ability level and age of the child when exiting the program.
- Will your test produce the same result? A good test will, no matter the outside circumstances, will produce the same scores. It should not matter whether a student takes the test before or after lunch, the result will be the same.

Does the test you are giving test students on the material they have learned and what the students were supposed to learn from the lesson?

Norm-referenced tests--these tests can provide ELL's a disservice if not utilized properly. Norm referenced tests are based on how students are doing compared to other students and may not give teachers an individualized look on how the student is doing or set the expectation high enough for English Language learners that can achieve more but are looked over because progress is "adequate".
Criterion Referenced tests- tests that are measured against a certain standard such as FCAT. Most ELL's will have IEP in place that will allow for accommodations to be made during testing. Some states also have laws in place that only allow testing of ELL's in listening, reading, writing, comprehension, speaking.
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