The document provides guidelines for appropriately assessing English language learners (ELLs). It outlines factors that influence ELL assessment, such as linguistic background and acculturation. It also describes steps in the assessment planning process, including defining the test purpose and specifications. Test items and scoring criteria should be developed while considering ELL needs. Materials should be reviewed by experts and tested on ELLs before full use. Accommodations, like translated text or extended time, aim to provide equitable testing for ELLs. Statistics are used to evaluate reliability and validity.
It is an important part in English Language Teaching. It helps the teachers to make an effective test as well as to take the testing system to new height.
It is an important part in English Language Teaching. It helps the teachers to make an effective test as well as to take the testing system to new height.
Language Testing Techniques:
Direct Testing vs. Indirect Testing
Discrete Testing vs. Integrative Testing
Norm-Referenced Testing vs. Criterion-Referenced Testing
Objective Testing vs. Subjective Testing
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
Language Testing Techniques:
Direct Testing vs. Indirect Testing
Discrete Testing vs. Integrative Testing
Norm-Referenced Testing vs. Criterion-Referenced Testing
Objective Testing vs. Subjective Testing
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
Sample Assessment Rubric
The Sample Assessment requires submission of a paper describing a suitable assessment intended for an ESL audience. This assessment should apply some of the principles covered as part of the course and reflect knowledge and ability to implement assessments for ELs. It could consist of formative and/or summative assessment as applicable, and can include any type or alternative form of assessment (e.g., questionnaire, interview, journal, test, quiz, dictation, etc.) deemed suitable for the intended ESL population, grade level, age, etc. For instance, you could consider this assessment as a component in an actual lesson intended to address specific needs for the ESL students, e.g. reading comprehension, vocabulary development, knowledge of Wh-question formation. You will choose the grade level, level of proficiency in ESL, setting (i.e., ESL or EFL, etc.), and the specific assessment suitable to your specific objectives/ activity- a quiz, an interview, a game, a rubric, a journal, etc. The assessment should include three (3) sections: 1) A short description of context for the assessment, 2) The assessment itself, 3) A one-page rationale (a reflection).
Objective/Criteria
Performance Indicators
Need Improvement
Meet Expectations
Exceptional
Content- Issues of assessment
(1 points)
Demonstrates limited understanding of various issues of assessment, the importance of standards–based assessment, & the difference between language proficiency & other types of assessment (4.4.a).
Demonstrates limited understanding of the variety of ways in which assessments of ESOL learners may be biased & how to help ESOL students become familiar with the content and conditions of tests in school (4.4.a).
Demonstrates difficulty assessing ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a).
(2 points)
Demonstrates understanding of various issues of assessment, the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (4.4.a).
Demonstrates understanding of the variety of ways in which assessments of ESOL learners may be biased & how to help ESOL students become familiar with the content & conditions of tests in school (4.4.a).
Assesses ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a).
Uses multiple sources of information to make appropriate adjustments (4.4.a).
(3 points)
Demonstrates a well- developed understanding of various issues of assessment, the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (4.4.a).
Demonstrates a well- developed understanding of the variety of ways in which assessments of ESOL learners may be biased & how to effectively help ESOL students become familiar with the content and conditions of.
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom? KatherineHaratsis
2011 TESOL Seminar 4: Assessment for ESL learners: What, why and for whom?
Prof Tim McNamara, Faculty of Arts, School of Language and Linguistics, The University of Melbourne
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Home assignment II on Spectroscopy 2024 Answers.pdf
Article presentation ii
1. ETSGuidelines for the assessment of English language learners ESL 501 Article Presentation Summer Schoenberg
2. Key Terms Construct – the skill or proficiency an assessment is intended to measure Response – any type of performance to be evaluated as part of an assessment Task – a specific test item, topic, problem, question, prompt, or assignment Testing accommodation – any change to standardized testing conditions intended to make the test more fair and accessible for an individual or subgroup that does not change the construct being measured
3. LEP Section 9101 of Title IX states that an LEP student: Is between the ages of 3 and 21 Is enrolled or preparing to enroll in an elementary or secondary school Has one of these three profiles: Not born in the US or speaks a native language other than English Native American or Alaska native that comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency Is migratory, has a native language other than English, and comes from an environment where a language other than English is dominant
4. Has difficulties in speaking, reading, writing, or understanding the English language that are so severe as to deny the individual one of the following: The ability to meet the state’s proficient level of achievement on state assessments described in section 1111(b)(3) of the BCLB Act The ability to successfully achieve in classrooms where the language of instruction is English The opportunity to participate fully in society
5. Factors Influencing the Assessment of ELLs Different Linguistic backgrounds Varying levels of proficiency in English Varying levels of proficiency in native language Varying degrees of formal schooling in native language Varying degrees of formal schooling in English Varying degrees of exposure to standardized testing Varying degrees of acculturation to US mainstream
6. Steps within the Planning Process Test purpose – must be clear in order for valid interpretations to be made on the basis of test scores Defining the Instruction – definition of what the test is intended to measure Developing the assessment Specifications – define the content and explain how it will be assessed The state will provide content and performance standards Tests with more items will supply more reliable scores ELLs should have multiple ways to show what they know Assessments should include a variety of item and response types
7. The weight of a task is decided by the importance of the assessed task in relation to other tasks Assessment specifications will describe how tasks will be presented and how students are then expected to respond Diagrams, or tables will help ELLs to better demonstrate what they know Each educational agency should be able to provide information about the cultural backgrounds of its test taking population Test material should include references to major groups in the tested population and be aware of cultural diversity in readings and illustrations
8. Developing Test Items and Scoring Criteria Test items should link content and skill that the item is supposed to measure All test items should maintain specificity in their match to content guidelines Material should be appropriate and accessible to examinees and that it only measures the intended construct Item writers should not assume that students have had any previous experience with given tasks The criteria for the evaluation should also be made clear to the student
9. Language should be simplified in directions and given orally or in a language other than English if that will provide for the best understanding of ELLs Clear and accessible language should be used Colloquialisms and idiomatic expressions should be avoided Sentence structures should be kept simple The use of negatives should be avoided Simple context should be used in regards to fictional context Presentation should clear and consistent ETS Standards for Quality and Fairness should be applied
10. External Reviews of Test Materials Reviews offer an effective technique to improve the quality of assessments Reviewers are often chosen for their knowledge of the ELL population and specific challenges they may face Materials must pass committee reviews and should include content experts and professionals who are familiar with issues regarding different ELL populations
11. Some examples of questions that should be addressed by reviewers: Does each task match the purpose of the assessment and the assessment specifications? Are the formats of both the assessment and the response materials appropriate? Do the tasks and scoring criteria meet standards for fairness?
12. Evaluating the Tasks Through Tryouts Useful information is provided through field testing items Data collected during these tryouts is used to: Inform content and fairness reviews of the items, Evaluate the clarity of instructions to examinees, Assess whether ELLs of different proficiency levels can understand the text of the items
14. One-on-One Interviews Used to directly obtain information from students about their thought processes while answering the items Also used to obtain information a bout their understanding of complex language
15. Small-Scale Pilot Tests Used to figure out how items will work and how students will respond to items
16. Large-Scale Pilot Tests Used to obtain reliable and valid statistics that can be used when selecting items for test forms Statistics based on these responses are generally accurate indicators
17. Limitations of Item Try-outs Differences in Demographics Curriculum Culture * all three may make comparisons difficult
18. Scoring Rubrics are constructed after determining which English language skills are required for answering a given item English language skills should play in determining a score Scorers must have an understanding of the language or presentation style examinees use and will receive training of how to interpret responses and the scoring rubric in a linguistically sensitive way
19. Testing Accommodations for ELLs Equity and validity in assessment in the main purpose in providing examinees with testing accommodations The ETS Guidelines specifically state, “ELLs should have the same opportunity as students who have English as their first language to demonstrate their knowledge or skills in a content area”
20. Accommodations for ELLscan include changes made to: Presentation of test materials Students’ responses to test items Scheduling Test setting Testing modifications are a bit different and can alter what the assessment measures
21. Accommodations ELLs currently do not have any type of documentation (like an Individualized Education Plan) that identifies them as being eligible for accommodations However, if the proficiency level of an ELL is low enough to not produce a valid assessment, the student will receive accommodations
22. Accommodations When students receive accommodations in the classroom, the same accommodations are allowed in testing situations, as long as they are appropriate Students may receive: Direct linguistic support which makes adjustments to the actual language of a test such as translated texts Indirect linguistic support which involves changes in the testing environment such as extended time
23. Statistics are used to evaluate assessment and scoring Test Scores need to be reliable and valid Methods of investigating validity include Analysis of internal test structure Relations to other variables/constructs Test speededness These investigations are done by the ETS Standards for Quality and Fairness