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Assessing Linguistically Diverse Learners
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Assessing Linguistically Diverse Learners


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  • Transcript

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