Ch7 Flashcards
1
Q
What are the 6 facets of understanding
A
- Explain concepts in words
- Interpret knowledge by means of multiple media
- Transfer and apply knowledge in new contexts
- Demonstrate perspective by seeing others’ point of view
- Display empathy by assimilating others’ experience in relation to past experiences
- Display self-knowledge using metacognitive reflection
2
Q
Testing must be an __ __ of a learning environment that encourages students to ___ __ and use L2 to fulfill ___ and ___ goals
A
- integral part
- seek meaning
- academic, personal
3
Q
What standards has CA adopted?
A
CCSS: Common Core State Standards
4
Q
What are 3 advantages of standards-based instruction?
A
- Focuses what students need to know
- Helps avoid using material for younger or special ed students
- Protects from haphazard topic coverage
5
Q
When were schools subject to corrective action in NCLB?
A
After 2 consecutive years of not making acceptable yearly progress (AYP)
6
Q
NCLB was essentially a High Stakes Assessment evaluating the effectiveness of (3)
A
- teacher’s instruction
- principal’s leadership
- school’s worth
7
Q
What drives behavior in assessment tests?
A
- Passing level (cut score)
8
Q
NCLB mandated that the evaluation of EL’s …
A
occur separately from non-EL’s
9
Q
What were 3 problems with NCLB?
A
- EL defined differently by states
- Sparse populations in some states created unreliable comparisons
- EL’s moved to mainstream were no longer associated with EL scores
10
Q
What were two outcomes of NCLB being replaced by ESEA (Every Student Succeeds Act)?
A
- States again responsible for enforcing standards
- No rigorous or punitive National oversight
11
Q
What are some of the disadvantages of standards-based instruction for EL’s in terms of:
- Testing (1)
- Preparation for testing (2)
- School Reform (1)
- Educational Equality (1)
A
- Broad standards with emphasis on high-stakes testing and attendant punishing consequences for low test scores
- Emphasis on testing leaves less time for academic subjects
- Pressure to test in English can lead to early exit for EL’s
- Treats the symptom, low achievement, rather than the systemic denial of equal educational opportunity
- Standards difficult to apply without educational equality
12
Q
What is true about Standards-based test score for children from families speaking dialects at home?
A
Also low
13
Q
How many states adopted common core by 2015
A
43 plus DC
14
Q
What 5 things do Common Core states agree to do in terms of:
objective (1)
assessment (1)
instructional decisions (1)
accountability (1)
States also agree to foster ___ and ___ improvement
A
- Make college and career-readiness the salient objective
- Assess in a way so that support and intervention occurs when needed
- Based on timely, transparent data
- Set up accountability systems to track progress
- innovation, continuous
15
Q
What two next generation assessments are used and what sets one apart?
A
- Smarter Balance (Adaptive testing)
- PARCC (Partnership for Assessment of Readiness for College and Careers)
16
Q
How is assessment linked to progress for EL’s?
A
There is a linkage between standards, placement testing, instruction and record keeping.
17
Q
How is the ELD Framework structured and what does it specify?
A
It is set up in stages and specifies what teaching and achievement looks like at various levels of proficiency
18
Q
What are the 3 stages for the California English Language Development Standards and how does it differ from the Natural Approach?
A
- Emerging
- Expanding
- Bridging
vs. - Preproduction
- Early production
- Speech emergence
- Intermediate Fluency
19
Q
How do the California English Language Development Standards identify the 3 key domains of language proficiency?
A
- Interacting in Meaning Ways
- Learning How English Works
- Using Foundational Literary Skills
20
Q
How do the California English Language Development Standards identify the 3 modes of communication?
A
- Engaging in dialogue
- Interpretive: comprehend & analyze spoken/written texts
- Productive: Creating written texts and oral presentations
21
Q
How does the ELD framework determine levels and obtain evidence for advancing?
A
By the level of communication: 1-word answers, simple sentences, etc.
22
Q
What is the significance of the student score on the California English Language Development Test?
A
Corresponds to the skill level as defined by CA ELD
23
Q
What 4 domains does the California English Language Development Test measure?
A
- Listening
- Speaking
- Reading
- Writing
24
Q
How often is the California English Language Development Test administered?
A
On entry, then once annually
25
What is the California English Language Development Test closely tied to and why?
CA ELA (English Language Arts) standards, to ensure a smooth transition for the EL's
26
How are instruction and assessment linked CA?
standardized testing
27
What is kept in mind when instruction designed for EL's?
Assessment
28
What are 4 purposes of assessment
- Placement
- Day-to-day instructional decisions (mediate? etc.)
- Resource Decisions: (materials or instructional time)
- Measure achievement vs. standards
29
What are 7 types of "tests" that can fulfill the 4 purposes of assessment?
- Proficiency
- Diagnostic / Placement
- Achievement
- Performance based
- Competency
- Student work samples
- Observations while students work
30
What is the difference between formative and summative assessment?
- Summative: Used to assign final points or a grade
| - Formative: Used while a student is "in progress" towards mastery to correct and direct. It is not used for grading
31
What is true about the type of assessment that will be more common due to Common Core standards that call for discipline-specific writing?
More formative assessment will be used
32
What are 3 shortcomings of proficiency tests?
- Emphasis on decontextualized skills
- Poor tests of achievement due to little or no relationship to the content of an instructional program.
- Poorly diagnose knowledge a student has or is lacking
33
Compare and contrast Diagnostic and Placement tests.
Both used to determine specific aspects of student proficiency. Diagnostic finds strengths and weaknesses while Placement often gives a single score to assign grade level
34
What do achievement tests measure?
Success in learning specific instructional content
35
What have national standards caused in terms of testing and curricular content?
A proliferation of tests that are not aligned with specific curricular content
36
What are two common negative outcomes of Achievement Tests?
- Administrators use it as an index of academic success
| - May reduce time spent on language-development activities
37
What types of tests do more than half the states use for promotion/graduation?
Competency tests
38
What is true in many states when there is a failure to reach the minimum competency in Competency tests?
Mandated remediation
39
What often overshadows curriculum and affective goals of schooling?
Economic and political pressure
40
What is a growing alternative to standardized testing?
Performance-based testing
41
What is the basis for performance-based testing?
Student work (play, oral report, lab report, etc.)
42
What are two reasons standardized testing persists over performance-based testing
Economic and political investment
43
What type of curriculum promotes both language and academic development for EL's?
Integrated
44
In an integrated curriculum, comment on assessment, documentation of outcomes and tracking progress.
- A natural part of the curriculum
- A variety of ways
- Careful record keeping of observations allows tracking of progress
45
What are the forms of authentic assessment?
Projects, portfolios, experiments, debates, etc.
46
What makes an assessment "authentic"?
It stems directly from classroom activities
47
What is an advantage of authentic assessment in terms of mediation?
It permits teachers to design and offer as needed.
48
What is an advantage of Authentic Assessment compared to Performance-Based Assessment?
Corresponds directly to what is taught in class
49
What are the two types of Performance-Based Assessment?
- Standardized: Tests, checklists, observations, rating scales
- Less Standardized: Work samples, anecdotal reports, behavioral reports
50
What can using both standardized and less standardized assessments provide?
A cross-check of student capabilities
51
Classroom testing can be used both __ and __
- Formatively
| - Summatively
52
What is the first rule of testing?
Measure what is taught
53
What can be done in testing to assist EL's with vocablary
Provide "word walls" - bilingual dictionaries
54
How can testing anxiety be reduced with EL's?
Feature highly creative or divergent thinking as homework or group work
55
What is a big advantage of standardized testing
Speed of scoring
56
Rubrics used for grading can also be useful for 4 things for the student
- Clear picture of outcome
- Level of achievement expected for each score
- Format of the assignment
- Peer-assessment
57
What are 5 things Portfolio Assessment can be used for?
- Maintain a long-term record of tangible progress (not just a number score)
- Celebrate the best works
- Show competence
- Showcase a project
- Document growth over time
58
How should a teacher manage a student portfolio
Review it every few weeks noting strength, weaknesses, and making tentative conclusions that plan to help success
59
What is a Portfolio Conference?
A parent-teacher (and student) conference where the student takes one of their favorite pieces of work and writes a one page summary to present to their parents.
60
What are two benefits of standardized tests?
- Ease of administration
| - Ease of scoring
61
What are two bases for standardized tests?
- Norm: Compares against a population with which the test has been standardized/normed
- Criterion: Used to find a level of skill mastery. Commonly used for placement or promotion
62
What are 6 suggestions for helping students perform well on standardized tests?
- Focus on 1 question at a time
- Read carefully to understand the task
- Read ALL answers (especially when "best")
- Reread while considering answers
- Mark accurately
- Move on, but don't forget to mark a question
63
What do EL's face when taking a standardized test?
More complex challenges in meeting the standards of the dominant culture
64
What are two suggestions for standardized testing of EL's
- Keep it to a minimum
| - Do not place a student "at risk" solely based on resutls
65
What is true about the range of assessment available to teachers?
It is broad ranging from formal (miscue analysis, SOLOM: Student Oral Language Observation Matrix) or informal (take notes to summarize later)
66
What type of feedback can be given when a teacher gives an "assessment"?
Oral explanation or nonverbal
67
What should student self-assessment be balanced with?
Teacher formative and summative assessments
68
What are the pros and cons of student self-assessment?
Pros:
- Easy to administer
- Student ownership may improve motivation
Cons:
- Are they capable
- Some may view it as a waste of time or unfair w/o teacher involvement
69
Discuss grading:
- Traditional
- Modified Traditional
- Pass-Fail
- Number (1-4)
- A-F
- A-F Modified also based on achievement, effort and behavior. A Qualifier will signify at, below or above grade level
- Avoids comparing EL's with non-EL's.
- Represents mastery of state standards. No weight on attendance or participation
70
What four guidelines are suggested for the student final grade?
- What is the basis?
- What aspect of performance: linguistic, academic, cognitive, sociocultural
- How are aspects weighted?
- What is the weight of cooperation, attitude and motivation?
71
How should grading and assessment be done in terms of thinking skills. responsibility, reading. writing, etc.
Assess across variable criteria
72
What can be done to increase responsibility and ownership of grading and assessment?
Explain clearly the relationship between class effort and grade criteria
73
In addition to knowledge and facts, what else should be taught?
Learning strategies
74
What should be provided to the students to clarify expectations?
Rubrics and examples
75
What should be done after each assignment?
Debrief and adjust accordingly
76
What should you ensure standardized testing measures and approximates?
- corresponding tasks
| - students' ability
77
What should a standardized test drive?
Curriculum
78
In terms of assessment, what should be considered when using a standardized test?
Can it be supplemented with other information?
79
How should testing relate to students' skills and behaviors?
A fair sample
80
How should standardized testing results be presented to parents (4)?
- Describe the test and purpose
- Describe the students' overall performance w/ strength and weaknesses
- Pick a couple areas and give the percentile rank
- Give the context of the student's general performance
81
What are 5 best practices in testing?
- Reflect the curriculum
- Build on student experience
- Be relevant to student experience
- Match student developmental level
- Assessment conditions should match learning conditions
82
What is true about most states when it comes to identifying EL's and many w.r.t. redesignation?
- Specific laws address it
| - Procedures are in place for periodic evaluation
83
What is a common method of IDing EL's and what are some districts required by law to perform if the home language is not English.
- Home Language Survey
| - Administer a placement test
84
What is ideal w.r.t. the staff when assessing a student for placement?
Communicate in the families first language
85
What two tests are common in assessing students for placement?
(LAS) Language Assessment Scales
| (BSM) Bilingual Syntax Measure
86
What is best when assessing students for placement?
A variety of sources
87
What two aspects make placement difficult even with testing?
- Proficiency in academic areas may vary
| - Age placement for those older, but with deficient language skills
88
What was one benefit of the frequent testing of students in NCLB?
Useful for identifying students who need additional help
89
What are 4 criteria for re-designation / exit procedures for EL's into the general population.
- Objective standards
- Measure speaking, comprehension, reading and writing
- Ensure that all academic deficits are remediated
- Evidence of ability to meaningfully participate in general program
90
What do some districts organize to ensure representation of ethnic parents in implementing re-designation and exit procedures?
A Bilingual Advisory Committee
91
What are 4 "geographic" norms for re-designation / exiting students from EL programs?
National, regional, state and district.
92
What do some states set for proficiency in EL testing?
A cutoff score
93
What do some states such as CO provide in addition to their standards?
Examples of "Body of Evidence" of proficiency
94
Standardized tests are not necessarily suited to measure ___ ___ of EL's
language ability
95
Often, the push is to re-designate students as fluent English-speaking ___ ___
too soon
96
What is often true for EL's after re-designation / exit?
Support is not available
97
What can reduce test anxiety?
Practice exams
98
What is true about EL's and the time to take a test?
They may need more time
99
What are two ways to build rapport with EL's?
- A teacher that can communicate in primary L
| - Ensure students don't resent the testing situation
100
What are some cultural differences that can affect EL performance and affect evaluation?
* * May be embarrassed to volunteer a response / receive positive feedback
* * Some cultures:
- Not comfortable making eye contact with test administrator
- Discourage individuals from displaying knowledge
101
Language placement tests are generally __ __ for assessing language skills
well suited
102
What two things can be true about language tests translated to another language?
- Translations may lack correspondence frequency
| - Language-specific bias may be introduced
103
What are two common forms of linguistic bias
- Geographic
| - Dialect
104
What does cultural bias refer to?
Bias to values and items in the dominant culture
105
What are some examples of class bias?
Words such as scallions, shallots and vacuum cleaner
106
Is content bias an issue in mathematics?
It can be
107
What skills will have greater expectations under Common Core for mathematics?
Linguistic skills
108
What should be ensured when testing EL's in content area?
That they can express their knowledge regardless of language skills.
109
In terms of an appropriate assessment plan for EL's what should be true about testing for content and language proficiency?
Tested in both languages
110
In terms of an appropriate assessment plan for EL's what should be considered in terms
- activities for evaluation
- purpose
- of the student
- administration of assessment
- time given
- directions
- Various evaluation activities
- Clear assessment purpose
- student background
- Match classroom practice
- give extra time if needed
- Simplify directions in English, paraphrase in L1 or use of dictionaries as needed
111
What are three things to consider to include context when assessing students
- Use familiar classroom materials
- Some questions/tasks in small groups discussion and individual writing
- Mirrors the familiar learning process
112
A good test has __ __ and __
validity, reliability and practicality
113
What is validity and what are two types of validity?
- It measures what it claims it measures
- Content: Samples the content it claims to measure
- Empirical: How effectively it correlates to some other known measure
- - Predictive: Future success
- - Concurrent: Another simultaneous measure (teacher's observation of proficiency, etc.)
114
How do you know a test is reliable?
Yields predictably similar scores when re-taking
115
What makes a test "practical"
It is relatively easy to administer and score (usable)
116
What did one critic point out on how testing isn't needed to identify underperforming schools?
Go to a poor neighborhood
117
What do critics state is necessary for higher test scores? (2)
- Increased resources
| - Better teachers
118
```
Education policy should ...
Regarding
- Local autonomy
- Assessments
- Addressing inequity
- Curriculum
```
- Honor local autonomy
- Employ better assessments
- Address the root cause of inequity
- Support a rich curriculum
