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Assessment Literacy: The EL Specialist's Role in Assessment

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Describe and categorize assessment instruments.

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Formal or informal

Diagnostic, formative, or summative

Classroom-based, common, or large-scale

Low-stakes, medium-stakes, high-stakes (how important tests are)

Teacher-made, published, standardized (how reliable materials are)

Criterion-referenced or norm-referenced (standard-based, comparing averages of students such as TOEFL, how related your score are in your countries)

Performance assessment, knowledge test, skill test

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Test (WIDA, TOEFL, IELTS, TOEIC)

Survey

Interview protocol

Observation protocol

Performance

Rating scale, rubric

Checklist

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1. Curriculum-related tests: Admission test, Placement test, Progress test, Achievement test

2. Non-curricular tests: Screening test, Proficiency test

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Discreet-point test

Integrated test (Speaking, writing, listening, reading)

Selected response (multiple-choice, matching, true-false)

Limited production (fill-in-the-blank, sentence combining)

Deletion-based (close test, C-test)

※C-test: a tool to assess general language skills in different languages

Translation

Extended production (I've never experienced in Japan)

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Need to compare these assessment tools to what is used in Japan

What types of tests are provided in Japanese school or college?

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Principles of Assessment & Assessment of Learning

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1. Define assessment

2. Identify and define the principles of assessment

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Assessing Speaking

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1. Analyze rubric for assessing speaking skills.

2. Plan speaking assessment tasks.

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Objective 1: Analyze rubric for assessing speaking skills

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Objective 1: Analyze rubric for assessing speaking skills

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Roles of speaking assessment:

Training staff to use the rubric and coaching teachers how to use it for instructing English learners, designing learning tasks, and differentiating content assessment for them.

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Placement testing (determining the academic skills of entering students)

Diagnostic assessment (a pre-assessment that helps teachers identify students' strengths, weaknesses, knowledge, and skills before teaching)

Exit evaluation

Achievement assessment (SAT-Standards Admissions Test, ACT- American College Test)

Proficiency assessment (IELTS, TOEFL, TOEIC)

※These assessments are divided into two groups: holistic and analytic scoring.

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Analysis of speaking descriptors on WIDA, TOEFL, and IELTS

My group picked up 4 to 6 of the band score on IELTS speaking band descriptors. There are four assessments: Fluency and coherence, Lexical resource, Grammatical range and accuracy, and Pronunciation.

Compared to TOEFL speaking assessment, speaking descriptors are better to teach and understand. TOEFL assessment range has four while IELTS has nine band scores.

Through this task, what I learned is that it is important to clarify terms that instructors who use the descriptors are not familiar with when we coach them.

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Feedback Strategies, Teacher Talk Moves, and Classroom Assessment Techniques

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1. Practice feedback strategies.

2. Practice teacher talk moves.

3. Try out quick assessment activities.

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Objective 1: Practice feedback strategies

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Objective 1: Practice feedback strategies

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Strategies: recast, request clarification, elicit self-correction, gesture for self-correction, explicitly correction

Lauren and I did feedback presentation for request of clarification and elicit self-correction using a gesture or sign. Here is what we did:

Lauren: "what is necessary for the good friend?"

Me: *"They must honest, they must kind, and they should friendly."

Lauren: "Say that again?" (Request of Clarification)

Me: "They must be honest, they must be kind, and they should be friendly."

Lauren was a role of a teacher and I did a student. In the first feedback way, Lauren said, "Say that again?" to correct what the student (me) answered. Another feedback she did was to use a gesture of finger snap. It means that the student missed something to say. Through the finger snap, he realized that he skipped be-verb after modal verbs.

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Objective 2: Practice teacher talk moves

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Objective 2: Practice teacher talk moves

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Strategies: Revoice, connect, elaborate meaning, model, echo model, reformulate in academic language, embed definitions, unpack idioms and figurative language

On an activity, our pair was trying to use two strategies which were revoice and connect. But there was no chance to present.

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Objective 3: Try out quick assessment activities

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Objective 3: Try out quick assessment activities

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Our pair: Reading prompts

Reading prompts: see the file

These prompts help students understand the topic and what the reading says before reading the whole. In general, each paragraph has the main sentence that has important information. Even if you don't read the whole reading word by word, you can know what the passage says. Also, it helps students relate their knowledge to the topic the reading says. Readability is also necessary to find how much they will need help to read or how many unknown words there are.

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Each prompt is necessary to know and use in class.

Realize how these prompts help students.

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Objective 2: Plan speaking assessment tasks

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Objective 2: Plan speaking assessment tasks

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Speaking Tasks

Oral interviews

Paired interviews with a list of topics of questions provided

Group discussions

Role plays

Simulations

Oral presentations

Verbal summaries

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1. Speaking to an assessor

2. Speaking to an interlocutor in the presence of an assessor

3. Speaking to another learner

4. Speaking to a group

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Speaking tasks for different proficiency levels

Some classmates make a pairs to do interview speaking assessment in the class. ①Nnenne & Sabrina, ②Taehee & Ariel

They use Oral Proficiency Interview Question Bank to deliver questions to students who take an interview.

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Warm-up before an interview is necessary.

Start with general topic such as name, country, and age.

Praising is another strategy.

Do not give too much scaffolding.

No rush to ask questions.

Do not interpret what students say.

Assess students' communication skills.

It is like a doctor!

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Assessing Writing

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1. Plan writing assessment tasks

2. Articulate principles for feedback on student writing

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1. In charge of planning a writing placement assessment.

2. Giving a diagnostic assessment in your writing class.

3. Responsible for planning an exit portfolio for your EL students.

4. Developing a system to give useful feedback to students on their writing.

5. Developing instruction to support student success on high-stakes, standardized writing assessment (TOEFL, IELTS).

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Clarity: Brief, succinct directions; easy to get started writing

Validity: Writers on every ability level can respond confortably

Reliability: Multiple raters scoring independently can agree on score

Interest: The writers can engage writing with genuine concerns/ideas

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Task 1: Plan a writing placement assessment

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Task 1: Plan a writing placement assessment

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Hobby

Classroom topic

Customs and traditions back home

Who is your favorite person?

Definitely not political/sexual things/private

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Task 4: Develop a system of useful feedback on student writing

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Task 4: Develop a system of useful feedback on student writing

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Necessary to think of this!

No one corrected her writing errors in good ways.

Just corrected not to be worse.

Using symbolic coding system (vt., ww., pl.)

Your peer should help student writing and provide feedback.

Make a checklist of your assessment in writing

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Why is having your writing philosophy important?

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Why is having your writing philosophy important?

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It is easy to focus on errors.

Errors are salient.

It is a mistake to focus on errors.

Students are easily discouraged and demotivated.

Teachers need to a broader approach to responding to student writing productively.

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From Dr. Hellman,

To celebrate student writing and to give comment such as what is good or what kind of phrases is good.

To praise students rather than offering bad comment.

To balance critique and praise

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Assessing Reading

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Ultimate Goal: Become Self-Regulated Writers

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Keep assessing students in order.

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1. Analyze tools for assessing reading subskills.

2. Evaluate the readability of texts.

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Decoding (word-level):

Phonological awareness: Difficult to map sounds

Phonics: Vowels are different from letters.

Fluency: To understand quickly when reading a passage

Interpreting (text-level):

Vocabulary: To read

Reading Comprehension

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Objective 2: Evaluate the Readability of Texts.

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Objective 2: Evaluate the Readability of Texts.

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Variables in Readability

1. Reader Preparedness

1. Reader's abilities

2. Reader's motivation (important!)

3. Reader's background knowledge

2. Text Complexity

1. Quantitative text features

2. Qualitative text features (Purpose, organization, text elements, etc.)

3. Reading task

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Portfolio Assessment: Self-Assessment Inventories

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Differentiating Assessments: Large-Scale Tests

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Differentiating Assessments: Large-Scale Tests

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Principles of Assessment: High-Stakes Testing

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English Language Development Standards

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State and Local Policies Regarding ELs: Identification, Placement, and Reclassification

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Differentiate a rubric for English language proficiency level.

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Differentiate a rubric for English language proficiency level.

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Holistic

Analytic

Task Specific

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EIKEN: Large-Scale English Language Proficiency Test 

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EIKEN: Large-Scale English Language Proficiency Test 

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Educating English Learners in US Schools

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1. Discuss characteristics of portfolios and describe the ways you use or would like to use them in your class.

2. Create a self-assessment tool.

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Portfolios are learners centered.

They should represent what students are doing to learn.

Their purpose is to depict a multi-dimensional perspective on student growth over time.

They give students an opportunity to take responsibility of their learning and to monitor their progress towards achieving their learning goals.

(O'Malley & Valdez Pierce, 1996. Authentic assessment for English language learners: Practical approaches for teachers.)

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Showcase (best work)

Collections (all work)

Assessment (reflections of learning goals with student work, self-assessment, teacher assessment)

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Seesaw: like Facebook for kids

Book Creator (for older students): to write any language to depict classes

Flipgrid: to make a video and get comments from classmates

Google Classroom

Google Slides

Set a long-term goal for ELLs. Take time to achieve the goal. State details to sustain students' motivation.

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Over the next day or two, I'll be publishing a post over at Education Week Teacher with advice on creating student digital portfolios (it's now been published, and you can see it here).

I thought it would be useful to share a beginning list of resources here:

First, you might find these previous "Best" lists useful (I've just updated them):
The Best Places Where Students Can Write Online The Best Ways For Students Or Teachers To Create A Website
Seesaw basically lets students easily create digital portfolios that can be shared with teachers and parents. It's free for teachers and students, and has a free and paid version for parents.

4 Free Web Tools for Student Portfolios is from Edutopia.

5 Good Options for Creating Digital Portfolios is from Richard Byrne.

Digital Portfolios: The Art of Reflection is from Edutopia.

Meaningful Learning with Digital Portfolios: Tools & Examples is from Shelly Sanchez Terrell.

7 Good Options for Building Digital Portfolios - A PDF Handout is from Richard Byrne.

PortfolioGen lets students easily create online portfolios of their work.

Student Portfolio Apps and Websites is from Common Sense Education.

Digital Portfolios: The Whole Child, The Whole Story. is the title of this video and you can find supporting resources here. Thanks to Middleweb for the tip.

I have concerns about using ClassDojo as a classroom management system (see posts in Best Posts On "Motivating" Students) for details, but it does have some other helpful features. 9 Features of ClassDojo's Digital Portfolio Platform - Coming Soon is another good post from Richard Byrne.

10 Good Options for Creating Digital Portfolios is from Richard Byrne.

Think you're doing digital portfolios? Think again. is by Matt Renwick.

DIFFERENT APPROACHES TO USING STUDENT BLOGS AND DIGITAL PORTFOLIOS is from The Edublogger.

11 Essentials for Excellent Digital Portfolios is by Vicki Davis.

Digital Portfolios and Content is from Langwitches.

Three Digital Portfolio Styles - And Tools for Making Them is from Richard Byrne.

Three Styles of Digital Portfolios - And Tools for Creating Them is from Practical Ed Tech.

5 Good Options for Making Digital Portfolios is from Richard Byrne.

Collect, Select, Reflect: Portfolios for L2 Writing Assessment is from TESOL.

The Complete Guide To Student Digital Portfolios is from Edublogs.

Showcasing Students' Written Work Using Google Slides Magazine Style is by Blog de Cristina.

Three Ways to Create Simple Portfolio Websites is from Richard Byrne.

Beyond a Highlight Reel: Portfolios as Dynamic Workspaces is from ASCD.

Using Portfolios to Assess Student Learning is from Edutopia.

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The Best Resources For Developing Student Digital Portfolios

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Over the next day or two, I'll be publishing a post over at Education Week Teacher with advice on creating student digital portfolios (it's now been published, and you can see it here)....

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Create an infographic to explain teachers the current and regulations for educating English learners in U.S. schools

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1. Interpret scenarios that reveal key issues in assessment.

2. Apply the principles of assessment to high-stakes testing.

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Scenario of Standardized Test Administration

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Scenario of Standardized Test Administration

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Obviously, she had to get trained in the listening and speaking components of the test. In addition, she must have learned a standardized protocol.

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EOC (End-of-course exams)

ACT, SAT, GRE

MAP testing, annual subject testing

TOEFL, IELTS

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Validity

Reliability

Practicality

Washback

Equivalency

Fairness

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The process of planning, gathering, analyzing, and interpreting data for decision making

"A combination of all formal and informal judgements and findings that occur inside and outside a classroom"

Tests are a form of assessment.

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Category of Assessment

Intention

Purpose

Interpretation

Administration

Types of assessment

Informal (Spontaneous comment)/ Formal (Systematic, like a test)

Summative (Product) / Formative (Process)

Norm-referenced (Relationship between peers) / Criterion-referenced (Relationship between learner and body of knowledge)

Large-scale (State/national level) / Classroom-based (Limited to classroom)

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Assessment as learning: most personalized as it recognizes students as an important data source. It occurs when students are their own assessors when they monitor their own learning, ask Qs, and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

Assessment for learning: the role of teachers in making everyday decisions from instructionally embedded data. In other words, embedding assessment processes throughout the teaching and learning process. It includes both quantitative and qualitative data.

Assessment of learning: It involves looking at assessment information at the end of the teaching and learning process to rank student's achievement levels against a standard. It is summative in nature and typically involves standardized tests.

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Lau Plan

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Collecting Assessment Terms from Lau Plan

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Collecting Assessment Terms from Lau Plan

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Lau Plan

English Language Proficiency

Screener

Holistic Scale

Identification

Designed English Language Development

Notification

Placement

IAP: Individualized Academic Plan

LIEP: Language Instruction Educational Program

Formative Assessment

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The Civil Rights Act of 1964. Title VI

Equal Educational Opportunities Act (amended 1974)

Every Student Succeeds Act of 2015

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Lau v. Nichols (1974)

A unanimous decision that upheld children's right to have access to basic English skills instruction.

Plyler v. Doe (1982)

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The December 3, 1985 Memorandum of the Department of Education Office for Civil Rights - Castaneda Rule

Dear Colleague Letter of the U.S. Department of Justice and the U.S> Department of Education, 2015

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Complaints to the Office of Civil Rights

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Complaints to the Office of Civil Rights

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English Learners (EL) Language Use Survey (LUS)

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Welcome to dese.mo.gov. We hope you enjoy the site, and we welcome your feedback.

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Search for up-to-date data on all Missouri School Districts.

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English Learners (EL) Identification - Initial Screening

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Search for up-to-date data on all Missouri School Districts.

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Step 4: Notify Parents/Guardians of Decision

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Step 4: Notify Parents/Guardians of Decision

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English Learners (EL) Parent Notification

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Search for up-to-date data on all Missouri School Districts.