Tools and Settings
ContentWelcome to TELL Course Syllabus: Assessment for Linguistically Diverse Students Explanation of the Template Total Points Session One: Understanding My Role as an Assessor LA 1.1 Exploring Our Assessment Practices LA 1.2 Considering a Learner's Assets LA 1.3 Assessing For Placement AVG 1.1 The Assessment Process LA 1.4 Outlining and Applying the Assessment System LA 1.5 Building Knowledge of Types of Assessment HW 1.1 Actions Taken and Learning HW 1.2 Attending to Equity and Oral Language in Assessing ELs HW 1.3 Identifying Assessment Issues for ELs HW 1.4 Reading about Professional Learning Communities HW 1.5 Identifying WIDA Scores HW 1.6 Time Capsule Self-Assessment Session Two: Developing Understanding through Media AVG 2.1 Parables of Classroom Interaction LA 2.1 Changing the Conversation AVG 2.2 Learning WIDA's purpose and philosophy AVG 2.3 CAN DO Approach LA 2.2 Introduction to Using Can-Do Descriptors AVG 2.4 Planning with the End in Mind LA 2.3 Planning for the Final Project HW 2.1 Actions Taken and Learning HW 2.2 Assessment for English Language Learners HW 2.3 Implementing WIDA Can Do Philosophy HW 2.4 Supporting English Learners HW 2.5 Analyzing WIDA as Assessment Session Three: Designing Assessment Using Standards for Effective Pedagogy LA 3.1 Deepening Knowledge of Standards for Effective Pedagogy LA 3.2 Designing for Understanding in Action LA 3.3 Attending to the Five Standards in Evaluating a Lesson LA 3.4 Taking Action LA 3.5 Assessment as a Context for Teaching and Learning LA 3.6 Content and Language Objectives HW 3.1 Reflection on Taking Action Based on My Learning HW 3.2 Collaborative Work to Support EL Learning HW 3.3 Using Technology for Developing ELs Academic Language HW 3.4 Language Proficiency to Academic Achievement HW 3.5 AVG 5.1 The Alternative Assessment Movement HW 3.6 Constructing a Student Profile Session Four : Considering Alternative Assessments in Relationship to ELs AVG 4.1 Developing Knowledge of WIDA Interpretive Rubrics LA 4.1 Sharing My Student AVG 4.2 Types of Assessment LA 4.2 Exploring Informal Content Area Assessments LA 4.3 Assessment Tool Marketplace LA 4.4 Planning Assessment for My Unit HW 4.1 Actions Taken and Learning HW 4.2 Analyzing Student Writing HW 4.3 Conceptions of Oral Language Assessment HW 4.4 Examining Authentic Assessments Session Five: Designing and Developing Assessments AVG 5.1 Designing Alternative Assessments LA 5.1 Designing Assessments for Learning AVG 5.2 Selecting and Planning Alternative Assessments LA 5.2 Understanding Rubrics and Scoring Guides LA 5.3 Developing a Rubric or Scoring Guide HW 5.1 Actions Taken in Learning HW 5.2: Developing Expertise in Item Writing HW 5.3 Re-examining Your Final Project HW 5.4 What I Think about High Stakes Testing HW 5.5 To Test or Not to Test Session Six: Debating and Responding to Assessment Issues LA 6.1 Debating the Value of High Stakes Testing LA 6.2 ESL Assessment Issues LA 6.3 Making My Deliberations Public LA 6.4 Assessment Literacy for Alternative Assessment AVG 6.2 Assessing Student Development LA 6.5 Final Project Review HW 6.1 Actions Taken in Learning HW 6.2 Examining Alignment and Coherence in Assessment HW 6.3 Issues in Grading HW 6.4 Evaluating and Adjusting Record Keeping HW 6.5 Creating and Revising My Final Project Session Seven: Developing Knowledge for Practice and Advocacy LA 7.1 Useful, Meaningful, and Equitable Assessment LA 7.2 Center 1--Analyzing the Final Project LA 7.3 Center 2--Motivating Learners LA 7.4 Center 3--Sharing Strategies for Record Keeping LA 7.5 Center 4--Using Standardized Test Scores to Guide Teaching LA 7.6 Center 5--Meeting Legal Obligations for ELs LA 7.7 Revising My Final Project HW 7.1 Actions Taken and Learning HW 7.2 Completing the Final Project Session Eight : Revealing My Learning LA 8.1 My Learning Presentation LA 8.2 Communicating My Unit Plan and My Reasoning LA 8.3 My Commitment for Assessing Students
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Understand how to select and administer norm-referenced language proficiency instruments.
Assessment: 25 pts.
TA: 15 Minutes
Teachers will be able to apply the assessment system to students they need to have assessed and placed.
Students have reviewed assessment purposes. They now consider the system for assessing and placing students using a case of a student.
1. Working with your colleagues create an outline of the placement process for ELs including identification, placement, exiting and monitoring ELs. Use the notes from the Video Segment you just watched or notes from the powerpoint and Resource 1.7 p. 38 in Gottlieb that you reviewed in LA 1.3.
2. Now in a group, read the assessment details (found below) about either Alex C if you teach in a secondary school or Xian O if you teach in an elementary school. (You might also want to use the handout “Hellman Chart" you used in LA 1.3 and the list of assessments there and from LA 1.1).
3. Outline the steps you would take with each student based on the system diagram you just made.
Elementary EL Student Case
Student Name: Xian O.
Student Grade: 4
Content Teacher: Mr. Smith
Birth Country: China
Home Language: Mandarin
Background: Immigrated from China with his family in 3rd grade
Prior Schooling:Continuous school experience in China in an international school where he learned English instruction in listening, speaking, and reading
Interests: computers, programming
Secondary EL Student Case
Student Name: Alex C.
Student Grade: 10th Grade
Content Teacher: Math/Science Mrs. Coronado
ELD Teacher: Mrs. Winters
Birth Country: Russia
Home Language: Russian
Background: Immigrated from Russia with family in 8thgrade
Prior Schooling: Continuous school experience in Russia with limited social English instruction in listening, speaking, and reading
Interests: Soccer and repairing bicycles
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_1.4.