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.
Due: Session 6
Teachers can articulate their thinking about high-stakes testing in order to reconsider some of their beliefs.
Students have explored teacher-made tests and assessment practices specific to their classrooms (both traditional item writing and alternative assessments). Now they turn to consider high-stakes testing.
1.On the Quick-Write Response page, write for three minutes on the topic of high-stakes tests. Get as much down on paper as you can during this time. Write without lifting your pen from the paper. Write about your feelings, attitudes, or concerns. The following questions may help you get started.
•Do you believe high-stakes tests areimportant?
•What concerns do you have about high-stakestests?
•Why do you like/dislike high-stakestests?
1. You will watch a video about High Stakes Testing.
2.Go to https://equitypress.org/-wAi.
3.Use the Active Viewing Guide: High Stakes Testing to guide your viewing and to record notes about what you think is interesting or important.
1. After watching the video on High-Stakes testing, return to the response page and indicate which of your ideas changed and what the change is.
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/hw_5.6.