Assessment of english language learners 1
- 2. Purposes of Assessments Assessments serves three important purposes: Identification and program placement of students in need of special services. Program evaluation Documentation of student learning and progress to (a) inform instructional decisions (b) communicate progress to parents Can you think of some examples of these types of assessments at your school? TTYP and discuss for 1 minute. Peregoy S., Boyle D. (2005)
- 3. Sources of Assessment Data Formal assessments: standardized tests in reading, language arts, mathematics, and science that are administered in a group setting Individual test to identify students with special learning needs are formal assessments as well. Informal assessments: teacher –made test, checklists, anecdotal observations, and student work samples ESL teachers use all of these types of assessments at different times with students. Peregoy S., Boyle D. (2005)
- 4. Formal vs. Informal Assessments Formal Assessments Informal Assessments Compare individuals and groups with established norms Compare individuals with themselves or small groups within a class Usually short answers or multiple choice items Can be student work samples and student interactions in a classroom setting Can be easily scored and may produce anxiety Occur naturally in the classroom and do not produce anxiety Peregoy S., Boyle D. (2005)
- 5. Performance Assessments Involves direct observation and measurement of the desired behavior This can incorporate elements of formal or informal assessments. Find someone with your birthday month and discuss an example of how a performance assessment can be formal or informal. Be ready to share an example you may have used. • Peregoy S., Boyle D. (2005)
- 6. Criterion-referenced vs. Norm- referenced Assessments Criterion-referenced Assessments Norm-Referenced Assessments Each students’ performance is compared to a pre-defined set of criteria or a standard Compared with peers and rank based on the scores
- 7. How Are ELLs Assessed Formally and Informally ? In groups of three, you will discover how ELLs are identified and placed into programs to support their linguistic needs, challenges with assessments for ELLs, classroom-based assessments, and cultural considerations. Each group will be given a section to read and discuss. Then create a poster to share your findings with the group.