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Tests that are free of errors and aligned with students' knowledge and abilities.

internal reliability: tests should have questions that students are able to answer, if questions are poorly written or unfair, than the test would lack internal reliability.

stability: the consistency of a result over time

alternative forms: distributing tests that are not the same

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Norm- Referenced and Criterion Referenced Test 

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Norm- Referenced and Criterion Referenced Test 

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Non - Referenced Test is comparing students scores to other students.

Criterion Referenced Test determines how much a student know based on what answers they get right (i.e standard tests and course objectives)

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refers to the accuracy with which a test or assessment measures what it purports to measure. (i.e if a teacher wants to test a student on subtraction the test should only pertain to subtraction)

test content: tests should adequately measure the concepts represented by the questions.

internal struggle: tests that confirm the accurate assessment of the construct they are intended to measure.

relations to other variables: tests that have been accurately measured for the intended use

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Summative provides a summary of what students know and can do (i.e end of a year test)

Formative provides information to teachers on how a student is doing and what modifications are needed for instruction (i.e exit ticket)

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an assessment instrument that penalizes a group of individuals based on their gender, religion, ethnicity, or socioeconomic status (i.e content solely focusing on white middle class Americans in a classroom of diverse students)

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Critical Look at Testing Requirements for ELL's

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Critical Look at Testing Requirements for ELL's

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Joint Standards addresses the discrepancies in tests administered in English. Students who are not proficient in English will be testing their language skills rather than the actual content of the test.

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measures students performance in a particular subject area.

Accommodations for ELL's: tests should be changed in order to accommodate to the students abilities (i.e providing tests in their home language and simplifying language on tests)

Challenges for Measuring Achievement and Growth for ELL's: proficiency tests do not always accurately measure students' growth, as many assessments are not designed with ELLs in mind. Additionally, there is inconsistent support for ELLs across different schools.

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Language proficiency programs administer tests to homes to help schools identify students' home languages, allowing them to be placed in the appropriate ELL program.

Complexity of the Language Proficiency Construct: assessing language proficiency can be challenging, especially when language is used socially, pragmatically, and discursively. As a result, language tests can never fully capture the complexity of the language proficiency construct.

Challenges with ESSA Requirements for Language Proficiency: there are high expectations for teachers to ensure that all students achieve language proficiency goals. Unfortunately, this is an unrealistic expectation, as becoming proficient in English typically takes longer than the short time frame of a year.

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Certain assessments can cause students to perform poorly, which can affect their outcomes and opportunities. These negative consequences may lead to unfairness, disadvantaging or misrepresenting ELLs. It's important to assess whether the evaluation helps advance their learning, language acquisition, educational growth, and opportunities for success.

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The easiest way to assess ELLs is by observing how they speak, interact in social settings, write, and complete tasks independently.

Informal Observation: jotting down notes, photos of students work or recording short audio or video clips of their language use.

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is a form of observation but more structured as students are asked to perform a specific task or create a specific product (i.e using a rubric to set expectations for students)

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this is when students assess their own work or the work of their peers. They can use a rubric or checklist to evaluate how well a student performed.

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is one of the most effective ways to measure students progress. Teacher collects samples of students work that demonstrates the students progress and achievement in meeting grade level standards. (i.e pivotal portfolio which follows a student year to year throughout the program)