7423358
Description
Mind Map by Charity Jackson, updated more than 1 year ago
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Created by Charity Jackson
almost 8 years ago
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Authentic Assessments for ELLs Grades K-12
- Authentic v. Traditional
- Authentic uses performance-based tasks
- ask to perform v. asking a multiple-choice question, etc.
- ask to perform v. asking a multiple-choice question, etc.
- Authentic uses Real-life tasks v. Contrived tasks
- helps create more meaningful learning and performance
- helps create more meaningful learning and performance
- Authentic uses construction and application
- task shows the accuracy of constructed meaning
- task shows the accuracy of constructed meaning
- Authentic is
student-structured v.
Traditional is
teacher-structured
- students are allowed the
freedom to construct
responses to task based
on own understanding
- students are allowed the
freedom to construct
responses to task based
on own understanding
- Authentic provides Direct Evidence v. Indirect Evidence
- students are asked to apply concepts learned v. testing the theory and assuming that they can apply
- students are asked to apply concepts learned v. testing the theory and assuming that they can apply
- Authentic uses performance-based tasks
- Steps to Constructing an Authentic Assessment
- 1. Identify Standard(s)
- must be SMART
- Use Can-Do statements or SWBAT
- Reflect, Review, Write
- must be SMART
- 2. Select Authentic Task
- Look at Standard(s)
- Look at the Real World
- must be transferrable to rubric
- Look at Standard(s)
- 3. Criteria
- Must be clear, brief,
observable, behavior-based,
student-friendly
- indicators of performance
- Must be clear, brief,
observable, behavior-based,
student-friendly
- 4. Rubrics
- 1. Identify Standard(s)
- Authentic Assessment Rubrics
- criteria & level of performance
(small number @1st)
- includes descriptors for
further understanding of
task
- reviewed by other colleagues,
adjusted by teacher, and imagine
if student score makes sense
- Holistic v. Analytical
- Holistic
- considers all criteria together
- performance shows
behavior across all
criteria
- considers all criteria together
- Analytical
- performance based on
each criteria individually
- distinguishes between what work
effectively completes and doesn't
complete the task
- performance based on
each criteria individually
- Holistic
- Rubric I will be using:
- criteria & level of performance
(small number @1st)
- Initial Assessment of Diverse Learners
- legally obligated to
identify, assess, & provide
appropriate services to all
ELLs
- need team effort to L1
literacy & proficiency
testing
- administer of test must be
well-knowledgeable of the
test being given
- Need Home Language Survey in L1
- Language proficiency
assessment must be given &
students receive ESL services &
support
- Language proficiency
assessment must be given &
students receive ESL services &
support
- show that we value students home culture
- administer documents & test in L1
- literacy skills
should be improved
& tested in both L1
& L2
- administer documents & test in L1
- QTNA: previous schooling? How long ago?
Type of school? Reason unable to attend
school? curriculum? educational
background of parents or guardians? Health
information?
- legally obligated to
identify, assess, & provide
appropriate services to all
ELLs
- On-going Assessment of Diverse Learners
- Performance-based Portfolio
- Must be: comprehensive,
predetermined & systematic, tailored,
informative, authentic
- Must be: comprehensive,
predetermined & systematic, tailored,
informative, authentic
- Oral Proficiency Assessemtn
- based on all aspects of
communcation and academic
language
- Receptive Oral Language Skills
- listen & respond to basic
commands or instructions
- listen & respond to basic
commands or instructions
- Expressive Language Skills
- Holistic v. Analytical
- Holistic v. Analytical
- Must observe both Receptive and
Expressive Lang. Skills in order to
attain a comprehensive view on the
students Oral Proficiency
- based on all aspects of
communcation and academic
language
- allow for activities to be completed in L1
- reading, book reports, projects, etc.
- reading, book reports, projects, etc.
- Account for cultural
differences in the final product
of a specific task
- Writing Prompts
- comment on language
usage rather than
grammatical errors
- general comments of
overall effort or grammar
usage rather than specifics
- clear instructions,
context, real world
performance
- comment on language
usage rather than
grammatical errors
- Performance-based Portfolio
- High-Stakes Testing of Diverse
Learners
- Possible Testing Accomodations
- for ELLs
- For ELLs with LDs
- for ELLs
- AYP
- growth must be shown by school
according to standards given by
the government & NCLB
- Can substitute Reading Proficiency testing for
English Language Proficiency if student is an ELL
& still be counted in 95% student participation
in High-Stakes Testing for the school
- Keep scored of students that are no longer
LEP for up to 2 years after gaining English
Proficient
- growth must be shown by school
according to standards given by
the government & NCLB
- ensure you are using the
state-based, content-based
standards for ELLs
- Ensure that the test is culturally-responsive
- comprehensible for learner
- no elements that convey cultural bias
- comprehensible for learner
- Special Needs that may need
attention in addition to the
ESL modifications
- Communication
Disfluency
- Academic Disfluency
- Hearing and Vision Issues
- Trouble Paying Attention
- Trouble
Communicating
Verbally
- Trouble
Adhering to
Behavioral
Expectations
- Communication
Disfluency
- Possible Testing Accomodations
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