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Assessing Linguistically Diverse Learners <ul><li>Presented by Heather Vlach </li></ul>Day 3
What is Assessment?
What Does Assessment Encompass?
Characteristics of Assessment
Types and Methods of Assessment <ul><li>Types </li></ul><ul><ul><li>Formative   Summative </li></ul></ul><ul><li>Methods <...
Summative Assessments <ul><li>Focus on Achievement of Learning </li></ul><ul><ul><li>Evaluate Student Knowledge </li></ul>...
Formative Assessments <ul><li>Focused on Learning </li></ul><ul><ul><li>Evaluates Student Understanding </li></ul></ul><ul...
<ul><li>“ When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative”. </li></ul><u...
Group Activity 1:  Looking at the Assessments We Use to Create Data About Our Students
Standardized Assessments & Linguistically Diverse Learners
Standardized Assessment Impact
 
Suggestions to Reduce Disproportionate Representation of Linguistically Diverse Learners <ul><li>Promote family involvemen...
Recognizing  Differences to Address Specific Needs
Differentiating Diversities Group Activity 2
Differentiating Diversities: Group Activity 2 <ul><li>Read the article:  Language Difference or Learning Disability?   </l...
What are Authentic Assessments?
Examples of Authentic Assessments <ul><li>Project-based Portfolios </li></ul><ul><li>Journals </li></ul><ul><li>Blogs </li...
Implementing Authentic Assessments <ul><li>This video:  http://www.youtube.com/watch?v=zEZNqAKtarc </li></ul><ul><li>was c...
Questions
References <ul><li>Case, R. & Taylor, S.S. (2005). Language difference or learning disability? Answers from a linguistic p...
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  • Transcript of "Assessing Linguistically Diverse Learners"

    1. 1. Assessing Linguistically Diverse Learners <ul><li>Presented by Heather Vlach </li></ul>Day 3
    2. 2. What is Assessment?
    3. 3. What Does Assessment Encompass?
    4. 4. Characteristics of Assessment
    5. 5. Types and Methods of Assessment <ul><li>Types </li></ul><ul><ul><li>Formative Summative </li></ul></ul><ul><li>Methods </li></ul><ul><ul><li>Informal Formal </li></ul></ul>
    6. 6. Summative Assessments <ul><li>Focus on Achievement of Learning </li></ul><ul><ul><li>Evaluate Student Knowledge </li></ul></ul><ul><ul><li>Appraise Effectiveness of Instructional Materials </li></ul></ul><ul><ul><li>Examine Efficiency of Learning </li></ul></ul><ul><li>Formal Methods </li></ul><ul><ul><li>Quizzes, Tests </li></ul></ul><ul><ul><li>Essays, Projects, Authentic Tasks </li></ul></ul><ul><li>Informal Methods </li></ul><ul><ul><li>Student Tracking </li></ul></ul>
    7. 7. Formative Assessments <ul><li>Focused on Learning </li></ul><ul><ul><li>Evaluates Student Understanding </li></ul></ul><ul><ul><li>Used to Revise Teaching and Learning Strategies </li></ul></ul><ul><li>Formal Methods </li></ul><ul><ul><li>Pre-test, Self-test, Quizzes, Surveys </li></ul></ul><ul><ul><li>Discussion Postings, Blogging, Online Journaling </li></ul></ul><ul><li>Informal Methods </li></ul><ul><ul><li>Informal Student Conferencing, E-mails, Chats, Peer Blog Responses </li></ul></ul>
    8. 8. <ul><li>“ When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative”. </li></ul><ul><li>Educational researcher, Robert Stake </li></ul>
    9. 9. Group Activity 1: Looking at the Assessments We Use to Create Data About Our Students
    10. 10. Standardized Assessments & Linguistically Diverse Learners
    11. 11. Standardized Assessment Impact
    12. 13. Suggestions to Reduce Disproportionate Representation of Linguistically Diverse Learners <ul><li>Promote family involvement by identifying and addressing obstacles to parent participation so that linguistically diverse parents are aware of the many ways they can support the education of their children </li></ul><ul><li>Create classrooms that are conducive to success for all learners by deepening the understanding of how diverse languages and cultures affect learning behaviors </li></ul><ul><li>Make the curriculum relevant and build on student strengths </li></ul><ul><li>Increase the accuracy of referrals and evaluations by creating a clear referral system that includes specific criteria, implementation procedures, and evaluation procedures used. </li></ul><ul><li>Provide appropriate services, whether it is English language support or Special Education </li></ul><ul><li>Monitor the provision of services </li></ul>
    13. 14. Recognizing Differences to Address Specific Needs
    14. 15. Differentiating Diversities Group Activity 2
    15. 16. Differentiating Diversities: Group Activity 2 <ul><li>Read the article: Language Difference or Learning Disability? </li></ul><ul><li>Using the article for support, create a chart that represents: </li></ul><ul><li>Observable difficulties a linguistically diverse student has (Use cases from your own teaching experiences) </li></ul><ul><li>Using the article for support, generate ideas of possible English Language Learner or Learning Disabled explanations for the difficulties </li></ul><ul><li>Potential interventions to support the problem </li></ul><ul><li>Discuss </li></ul><ul><li>Note and discuss if there are the evident patterns among the difficulties, and what this might mean </li></ul><ul><li>What are distinguishing factors that differentiate whether an ELL child’s learning needs fall under the learning disabled or English Language Learner category? </li></ul><ul><li>What are some of the overlapping characteristics? </li></ul><ul><li>Discuss how this article can be helpful to mainstream classroom teachers </li></ul>
    16. 17. What are Authentic Assessments?
    17. 18. Examples of Authentic Assessments <ul><li>Project-based Portfolios </li></ul><ul><li>Journals </li></ul><ul><li>Blogs </li></ul><ul><li>Student talk/chats </li></ul><ul><li>Movie-Making </li></ul><ul><li>Active listening </li></ul><ul><li>Concept maps </li></ul><ul><li>Open-ended questions </li></ul><ul><li>Voice Threads, slideshows and presentations </li></ul><ul><li>Model building </li></ul><ul><li>Creating a Wikispace </li></ul><ul><li>Measurement taking </li></ul><ul><li>Oral reports </li></ul><ul><li>Create a Podcast </li></ul><ul><li>Written report </li></ul><ul><li>Lab report </li></ul><ul><li>Debates </li></ul><ul><li>Web Site Creation </li></ul>Alternative, non-standardized assessments for students to demonstrate their understanding and learning:
    18. 19. Implementing Authentic Assessments <ul><li>This video: http://www.youtube.com/watch?v=zEZNqAKtarc </li></ul><ul><li>was created by a linguistically diverse student. After watching the video, create groups of 4 to discuss the following: </li></ul><ul><li>What are the implications of this video? </li></ul><ul><li>How do these implications apply to or effect linguistically diverse learners? </li></ul><ul><li>How can you alter or change your own classroom assessments to be representative of what linguistically diverse students need? </li></ul>Group Activity 3
    19. 20. Questions
    20. 21. References <ul><li>Case, R. & Taylor, S.S. (2005). Language difference or learning disability? Answers from a linguistic perspective. Clearing House , 78(3), 127-130 </li></ul><ul><li>Choi, S., & Clark, R. E. (2006). Cognitive and affective benefits of an animated pedagogical agent for learning English as a second language. Journal of Educational Computing Research, 34 (4), 441-466. </li></ul><ul><li>Keenan, S. (2004). Reaching English language learners. Science and Children, 42 (2), 49-51. </li></ul><ul><li>Lacina, J. (2004). Promoting language acquisitions: Technology and English language learners. Childhood Education, 81 (2), 113. </li></ul><ul><li>Restrepo, M.A. & Gray, S. (2007). Optimizing literacy in English language learners. Seminars in Speech and Language , 28(1), 25-34 </li></ul>
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