Assessment for ELLs Flashcards
Competency 007
The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction.
Assessment purposes:
diagnosis
program evaluation
proficiency
instructional guides
Kinds of tests:
TOEFL ITBS aptitute tests STAAR TELPAS
Performance test designs:
Technology informal observations portfolio teacher-made tests peer assessment standardizes tests
Assessment - Formal
Formal Assessment(s) - have data which support the conclusions made from the test. Usually referred to as standardized measures. Standardized measure are both reliable and valid.
Formal – standardized tests and individually administered tests used to identify special learning needs
Needs to be Valid and Reliable
Valid-
The degree to which a certain inference from a test is appropriate and meaningful. For example, if I measure the circumference of your head to determine your level of intelligence, my measurement might be accurate. However, it would be inappropriate for me to draw a conclusion about your level of intelligence. Such an inference would be invalid.
Reliable-
The degree to which a measure yields consistent results.
Assessment - Alternative (Authentic or Informal)
Informal Assessment(s) - (also called Authentic or Alternative) are not data driven but rather content and performance driven. Informal assessment should have learning expectations, criteria for achievement and have variety for student learning styles.
Teacher-made tests, checklists, anecdotal observations, student work samples.
Needs to be Clear and Concise
Clear -
The assessment should be set to objectives, outcomes, and learner expectations for the unit or lesson. Criteria for excellence and master should be set prior to student learning. Create a grading rubric to keep alignment tight.
Concise -
The assessment has easily understood directions, has an appropriate readability level, includes higher-order thinking, covers important concepts and is not to long or allotted time.
Identification and placement are two distinct steps.
TEA approved tests
Identification
PreK-1st grade - Oral Language Proficiency Test (OLPT)
2nd-12th grade - OLPT and Norm-referenced tests
Placement - determined by Language Proficiency Assessment Committee (LPAC)
PreK-1stgrade -meet criteria on OLPT and parent approval
2nd-12th grade - meet criteria on OLPT or norm-referenced test and parent approval
LPAC
Language Proficiency Assessment Committee
Determines placement of students in EL programs
Each LPAC includes a professional bilingual educator, a professional transitional language educator, a parent of a LEP student and a campus administrator.
Reviews all pertinent information on LEP students (including but not limited to home language survey, language proficiency tests in English and the primary language, student achievement and social emotional attainment)
Makes recommendations for most appropriate educational placement
Reviews progress at the end of the year to determine placement
Monitors progress of former LEP students
Determines appropriateness of a program that extends beyond regular school year based on needs of LEP students
OLPT
Oral Language Proficiency Test
Assessment of EL Progress
Texas has been assessing students and progress for decades. At this time TELPAS and STAAR provide data as to how a student is progressing and the data can also be used to make data-informed decisions regarding the effectiveness of ESL programs.
TELPAS - language development
Annual assessment of ELs language proficiency in listening, speaking, reading and writing
Use continuum - Beginner, Intermediate, Advance, and Advanced High
Grades K-1 include holistic rating
Grades 2-12 include multiple choice, holistic rating, and computer-based assessments
Grades 2-12 writing assessment is authentic and includes five writing samples written during the year
TELPAS Manuals for raters and administrator
STAAR - academic development
Encompasses STAAR (paper and online), STAAR Spanish, and STAAR Alternative 2 (only available for students with qualifying disability-related needs)
All accommodations are found on TEA’s Accommodations Resources web page
LPAC* STAAR decision making for linguistic accommodations based on:
Second language acquisition
Individual needs
Routine-use in classroom
Decision made with input from teacher
LPAC STAAR Decision Making Guide for assistance with STAAR related accommodations
Texas Education Code
Requirements prescribed for LPAC, LEP, and STAAR considerations:
Texas Education Code Section 39.027 (e) - requires the Texas Education Agency (TEA) to develop an assessment system that evaluates the academic progress, including reading proficiency in English, of limited English proficient (LEP) students.
Texas Education Code Section 39.023 (m) - requires TEA to develop procedures for language proficiency assessment committees (LPAC’s) to follow to ensure that exempted LEP students are administered the (STAAR) at the earliest practical date.
LPAC vs ARD
- ARD (Admission, Review, and Dismissal)
LPAC
Can discuss multiple children in one meeting
Needs a parent representative of an EL
Parent permission for language testing is NOT required (home language survey with anything other than English initiates testing)
Have 30 calendar days for identification and placement
vs. ARD
Can only discuss ONE student in each meeting
Only the parent of the one student discussed in the meeting is present
Parent permission is needed for identification testing
Have 45 school days for initial evaluation and 30 additional calendar days for eligibility determination as well as IEP and placement as appropriate
When LPAC and ARD coordination is enacted:
Key members of the ARD committee in conjunction with Key members of the LPAC determine appropriate assessment for entry, exit, and state assessments (TAC 89.1225)
ARD committee in conjunction with the LPAC make all determinations regarding identification and placement for ELs with disabilities
ARD committee needs the LPAC to help identify potential language barriers in the evaluation process
LPAC needs the ARD committee to help identify disabilities that may be barriers in the language assessment process
