• Assessment for Linguistically Diverse Students
  • Session One: Understanding My Role as an Assessor
  • Session Two: Developing Understanding through Media
  • Session Three: Designing Assessment Using Standards for Effective Pedagogy
  • Session Four : Considering Alternative Assessments in Relationship to ELs
  • Session Five: Designing and Developing Assessments
  • Session Six: Debating and Responding to Assessment Issues
  • Session Seven: Developing Knowledge for Practice and Advocacy
  • Session Eight : Revealing My Learning
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  • LA 3.6 Content and Language Objectives


    Learning Outcome Pedagogical Intent Student Position

    Understand issues of assessment and accommodation and will use a variety of measurement tools to evaluate English language learners forplacement, proficiency and instruction

    Assessment: 25 pts.

    TA: 25 Minutes

    Teachers can use the principles of backward design as they develop units and lessons, anchored by content and language objectives leading to quality assessment.

    Students are learning about assessment practices and now will consider content and language objectives as the focus of well-planned lessons.


    1. Meet with your final project group. 
    2. Use HW 2.3 lesson plan along with the Content and Language Objective Template to complete the following tasks:
      • Identify your goal for the lesson. List ideas about what students can do to demonstrate they have learned the content and how they will use reading, writing, speaking, or listening to enact that demonstration.
      • Review the Can-Do descriptors for the ELs you are considering as part of your lesson plan. (You might use these to guide your development of your language objectives).
      • Create a content and language objective for your lesson following the structure you learned in AVG 3.3.
      • Identify the strategies or materials you will use to support students in developing an understanding of the big questions you are pursuing in the lesson. 
      • Include vocabulary, word, or phrases needed to meet the objective. Consider how you will support academic students in understanding the academic or unique langauge required.
      • Consider strategies you will use to make the materials accessible to your ELs.
      • Identify any supports students will need to demonstrate their knowledge. 
    3. You can use the Language Objective Resource as an additional resource to help you complete this template.
    4. Turn this assignment in at the end of the session, and be sure all of your names are on it. (You may want to keep a copy for your group as well).

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/diverse_assessment/LA_3.6.