Cover
Welcome 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

LA 7.5 Center 4--Using Standardized Test Scores to Guide Teaching

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Learning Outcome Pedagogical Intent Student Position

Build and demonstrate your assessment literacy and ability to effectively implement the assessment process, and evaluate, select, and construct assessment tasks and procedures; build and demonstrate your ability to effectively attend to evidence from multiple sources in assessing language minority students.

Assessment: pts.

TA: 20 Minutes

Teachers can build and demonstrate their assessment literacy and ability to effectively implement the assessment process by learning how to interpret standardized tests' scores to determine next steps in instruction.

Students have studied concepts and practices for assessing linguistically diverse students during the course. Students now view a Power Point about interpreting standardized test scores. They take notes and discuss how to use these scores in their practice.

Instructions

  1. As a group, watch the Power Point saved as a pdf document (this means you can view it but not write in it) entitled Understanding Standardized Test Scores.
  1. Complete your notes on the Power Point. Feel free to talk and share ideas. 
  1. Discuss what you learned that was new to you and how you might use this in your practice.

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