Edci Tuesday Presentation

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  • Edci Tuesday Presentation

    1. 1. Effectively Assessing ELLs Alen Akhverdyan, Berenice Felix, and Ryan Benitez Dr. Mims-Cox : EDCI 549
    2. 2. TEST
    3. 3. TEST 1. In the year of a play sells 1572 tickets, in its year it sells 1753 tickets, in its year it sells 152 di meno che in its second year. How many tickets are sold in Jahre?
    4. 4. TEST
    5. 5. TEST 1. In the first year of production a play sells 1572 tickets, in its second year it sells 1753 tickets, in its third year it sells 152 less than in its second year. How many tickets are sold in 3 years?
    6. 6. Student Survey
    7. 7. Student Survey * 225 students in Grades 9-11 English and Spanish class
    8. 8. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most?
    9. 9. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most?
    10. 10. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most? Multiple Choice: 73
    11. 11. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most? Multiple Choice: 73 True/False: 19
    12. 12. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most? Multiple Choice: 73 True/False: 19 Short Answer: 3
    13. 13. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most? Multiple Choice: 73 True/False: 19 Short Answer: 3 Essay: 7
    14. 14. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most? Multiple Choice: 73 True/False: 19 Short Answer: 3 Essay: 7 Conference Examinations: 98
    15. 15. Student Survey * 225 students in Grades 9-11 English and Spanish class * Students were asked: What type of assessment do you prefer most? Multiple Choice: 73 True/False: 19 Short Answer: 3 Essay: 7 Conference Examinations: 98 Interview Examinations: 25
    16. 16. (continue)
    17. 17. (continue) 123 students preferred oral assessments to reading/writing
    18. 18. (continue) 123 students preferred oral assessments to reading/writing students scored much higher on interview exams than on short answers, essays, or multiple choice
    19. 19. (continue) 123 students preferred oral assessments to reading/writing students scored much higher on interview exams than on short answers, essays, or multiple choice What does this tell us about mandated State tests?
    20. 20. (continue) 123 students preferred oral assessments to reading/writing students scored much higher on interview exams than on short answers, essays, or multiple choice What does this tell us about mandated State tests? That many of our students probably know the answers to the questions and can tell us the answers orally.
    21. 21. Are traditional tests even appropriate for our English Learners?
    22. 22. Are traditional tests even appropriate for our English Learners? Chapter 4 mentions other effective strategies and assessments that have proven to work for ELLs.
    23. 23. Are traditional tests even appropriate for our English Learners? Chapter 4 mentions other effective strategies and assessments that have proven to work for ELLs. Portfolios
    24. 24. Are traditional tests even appropriate for our English Learners? Chapter 4 mentions other effective strategies and assessments that have proven to work for ELLs. Portfolios “Teachers can use portfolios to assess students progress over time...Portfolio assessment is NOT used to compare students to one another; rather it is used to compare the student’s current work with what he or she did in the past as a means of assessing growth and therefore to help the teacher make appropriate decisions about the direction of future instruction.”
    25. 25. Are traditional tests even appropriate for our English Learners? Chapter 4 mentions other effective strategies and assessments that have proven to work for ELLs. Portfolios “Teachers can use portfolios to assess students progress over time...Portfolio assessment is NOT used to compare students to one another; rather it is used to compare the student’s current work with what he or she did in the past as a means of assessing growth and therefore to help the teacher make appropriate decisions about the direction of future instruction.” Assessing the “growth” of an ELL is more important than testing these students to DEATH!
    26. 26. Formative and Summative Assessment
    27. 27. Formative and Summative Assessment Formative assessment
    28. 28. Formative and Summative Assessment Formative assessment “ongoing practice that takes place before, during, and after instruction”
    29. 29. Formative and Summative Assessment Formative assessment “ongoing practice that takes place before, during, and after instruction” “informal” way of monitoring/assessing students’ understanding
    30. 30. Formative and Summative Assessment Formative assessment “ongoing practice that takes place before, during, and after instruction” “informal” way of monitoring/assessing students’ understanding i.e. : homework, quizzes, quick checks, observations, etc.
    31. 31. Formative and Summative Assessment Formative assessment “ongoing practice that takes place before, during, and after instruction” “informal” way of monitoring/assessing students’ understanding i.e. : homework, quizzes, quick checks, observations, etc. Summative assessment
    32. 32. Formative and Summative Assessment Formative assessment “ongoing practice that takes place before, during, and after instruction” “informal” way of monitoring/assessing students’ understanding i.e. : homework, quizzes, quick checks, observations, etc. Summative assessment a way that teachers assess students’ understanding at the end of a lesson, unit, or school year
    33. 33. Formative and Summative Assessment Formative assessment “ongoing practice that takes place before, during, and after instruction” “informal” way of monitoring/assessing students’ understanding i.e. : homework, quizzes, quick checks, observations, etc. Summative assessment a way that teachers assess students’ understanding at the end of a lesson, unit, or school year i.e. : major unit tests, portfolios, projects, essays, etc.
    34. 34. Formative vs. Summative: The Driving Test Analogy
    35. 35. Formative vs. Summative: The Driving Test Analogy
    36. 36. Formative vs. Summative: The Driving Test Analogy Less emphasis is placed on grades, especially for ELL students, and more on getting students to master the material being taught.
    37. 37. Diagnostic Assessments
    38. 38. Diagnostic Assessments CELDT (California English Language Development Test) K-12
    39. 39. Diagnostic Assessments CELDT (California English Language Development Test) K-12 administered to students ID as ELLs (by the Home Language Survey)
    40. 40. Diagnostic Assessments CELDT (California English Language Development Test) K-12 administered to students ID as ELLs (by the Home Language Survey) What is tested?
    41. 41. Diagnostic Assessments CELDT (California English Language Development Test) K-12 administered to students ID as ELLs (by the Home Language Survey) What is tested? listening, speaking, reading, and writing
    42. 42. Diagnostic Assessments CELDT (California English Language Development Test) K-12 administered to students ID as ELLs (by the Home Language Survey) What is tested? listening, speaking, reading, and writing Categories:
    43. 43. Diagnostic Assessments CELDT (California English Language Development Test) K-12 administered to students ID as ELLs (by the Home Language Survey) What is tested? listening, speaking, reading, and writing Categories: C-1: Beginning, C-2: Early Intermediate, C-3: Intermediate, C-4: Early Advance, and C-5: Advance
    44. 44. (continue)
    45. 45. (continue) Bilingual Syntax Measure (BSM)
    46. 46. (continue) Bilingual Syntax Measure (BSM) BSM I (K-2) BSM II (3-12)
    47. 47. (continue) Bilingual Syntax Measure (BSM) BSM I (K-2) BSM II (3-12) Language Assessment Scales (LAS)
    48. 48. (continue) Bilingual Syntax Measure (BSM) BSM I (K-2) BSM II (3-12) Language Assessment Scales (LAS) LAS I (K-5) LAS II (6-12)
    49. 49. (continue) Bilingual Syntax Measure (BSM) BSM I (K-2) BSM II (3-12) Language Assessment Scales (LAS) LAS I (K-5) LAS II (6-12) Bilingual Index of Natural Language (BINL)
    50. 50. (continue) Bilingual Syntax Measure (BSM) BSM I (K-2) BSM II (3-12) Language Assessment Scales (LAS) LAS I (K-5) LAS II (6-12) Bilingual Index of Natural Language (BINL) BINL (K-12)
    51. 51. Classroom Assessments
    52. 52. Classroom Assessments Selected-Response Format
    53. 53. Classroom Assessments Selected-Response Format Multiple-choice
    54. 54. Classroom Assessments Selected-Response Format Multiple-choice True-false
    55. 55. Classroom Assessments Selected-Response Format Multiple-choice True-false Matching
    56. 56. Classroom Assessments Selected-Response Format Multiple-choice True-false Matching Constructed-Response Format
    57. 57. Classroom Assessments Selected-Response Format Multiple-choice True-false Matching Constructed-Response Format Brief-Constructed Responses:
    58. 58. Classroom Assessments Selected-Response Format Multiple-choice True-false Matching Constructed-Response Format Brief-Constructed Responses: Fill in the blank, short answer, essay
    59. 59. Classroom Assessments Selected-Response Format Multiple-choice True-false Matching Constructed-Response Format Brief-Constructed Responses: Fill in the blank, short answer, essay Performance-Based Assessment:
    60. 60. Classroom Assessments Selected-Response Format Multiple-choice True-false Matching Constructed-Response Format Brief-Constructed Responses: Fill in the blank, short answer, essay Performance-Based Assessment: Research paper, story/play, poem, portfolio, art exhibit, video, lab report
    61. 61. (continue)
    62. 62. (continue) Constructed-Response Format (continued)
    63. 63. (continue) Constructed-Response Format (continued) Performance:
    64. 64. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment
    65. 65. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment
    66. 66. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate
    67. 67. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate Musical recital
    68. 68. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate Musical recital Keyboarding
    69. 69. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate Musical recital Keyboarding Teach-a-lesson
    70. 70. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate Oral questioning Musical recital Keyboarding Teach-a-lesson
    71. 71. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate Oral questioning Musical recital Interview Keyboarding Teach-a-lesson
    72. 72. (continue) Constructed-Response Format (continued) Performance: Oral presentation, dance/movement, science lab demonstration, athletic skill performance, dramatic reading, enactment Process-Focused Assessment Debate Oral questioning Musical recital Interview Keyboarding Conference Teach-a-lesson
    73. 73. Authentic Assessments Linking Theory to Practice Chapter 4 - Effectively Assessing ELLs (Quiocho & Ulanoff)
    74. 74. Let’s Assess
    75. 75. Let’s Assess Groups of 3
    76. 76. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes)
    77. 77. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student
    78. 78. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student
    79. 79. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions
    80. 80. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions Student 3 will describe the photo in their envelope to Student 2 without stating the obvious.
    81. 81. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions Student 3 will describe the photo in their envelope to Student 2 without stating the obvious. Student 1 (Teacher) will observe and take notes on Student 3:
    82. 82. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions Student 3 will describe the photo in their envelope to Student 2 without stating the obvious. Student 1 (Teacher) will observe and take notes on Student 3: Was the student able to complete the task?
    83. 83. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions Student 3 will describe the photo in their envelope to Student 2 without stating the obvious. Student 1 (Teacher) will observe and take notes on Student 3: Was the student able to complete the task? What type of formal language did the student use?
    84. 84. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions Student 3 will describe the photo in their envelope to Student 2 without stating the obvious. Student 1 (Teacher) will observe and take notes on Student 3: Was the student able to complete the task? What type of formal language did the student use? What difficulties did Student 3 have describing their photo?
    85. 85. Let’s Assess Groups of 3 Student 1: teacher (observe/take notes) Student 2: native English speaking student Student 3: ELL student Instructions Student 3 will describe the photo in their envelope to Student 2 without stating the obvious. Student 1 (Teacher) will observe and take notes on Student 3: Was the student able to complete the task? What type of formal language did the student use? What difficulties did Student 3 have describing their photo? What do you think you can do to help Student 3 based on this assessment?
    86. 86. Theory to Practice
    87. 87. Theory to Practice Variety of assessments
    88. 88. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc.
    89. 89. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on:
    90. 90. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known
    91. 91. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance
    92. 92. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance perfect place to start: informal oral language sample
    93. 93. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance perfect place to start: informal oral language sample Oral Assessments should be:
    94. 94. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance perfect place to start: informal oral language sample Oral Assessments should be: authentic classroom experiences
    95. 95. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance perfect place to start: informal oral language sample Oral Assessments should be: authentic classroom experiences student to think (cognitive) and speak (communicative)
    96. 96. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance perfect place to start: informal oral language sample Oral Assessments should be: authentic classroom experiences student to think (cognitive) and speak (communicative) clear purpose
    97. 97. Theory to Practice Variety of assessments teacher-made tests, observations, group performances, etc. Select assessment based on: what’s already known additional information needed about classroom performance perfect place to start: informal oral language sample Oral Assessments should be: authentic classroom experiences student to think (cognitive) and speak (communicative) clear purpose what they need to accomplish (oral language)
    98. 98. Other Types of Assessments
    99. 99. Other Types of Assessments Retelling
    100. 100. Other Types of Assessments Retelling Running records (Assess Reading)
    101. 101. Other Types of Assessments Retelling Running records (Assess Reading) concur w/ observing and speaking with students
    102. 102. Other Types of Assessments Retelling Running records (Assess Reading) concur w/ observing and speaking with students Checklists
    103. 103. Other Types of Assessments Retelling Running records (Assess Reading) concur w/ observing and speaking with students Checklists Think Alouds
    104. 104. Other Types of Assessments Retelling Running records (Assess Reading) concur w/ observing and speaking with students Checklists Think Alouds Reading Pictures
    105. 105. Other Types of Assessments Retelling Running records (Assess Reading) concur w/ observing and speaking with students Checklists Think Alouds Reading Pictures Conferences
    106. 106. Other Types of Assessments Retelling Running records (Assess Reading) concur w/ observing and speaking with students Checklists Think Alouds Reading Pictures Conferences Rubric (Assessing Writing)
    107. 107. Time for Discussion Chapter 4 - Effectively Assessing ELLs (Quiocho & Ulanoff)
    108. 108. What type of assessments do you use to assess your ELL students?
    109. 109. What type of assessments do you use to assess your ELL students? Have you found them to be successful, and why?

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