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CTEL > Ch7 > Flashcards

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
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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
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3
Q

What standards has CA adopted?

A

CCSS: Common Core State Standards

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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
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5
Q

When were schools subject to corrective action in NCLB?

A

After 2 consecutive years of not making acceptable yearly progress (AYP)

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6
Q

NCLB was essentially a High Stakes Assessment evaluating the effectiveness of (3)

A
  • teacher’s instruction
  • principal’s leadership
  • school’s worth
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7
Q

What drives behavior in assessment tests?

A
  • Passing level (cut score)
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8
Q

NCLB mandated that the evaluation of EL’s …

A

occur separately from non-EL’s

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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
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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

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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
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12
Q

What is true about Standards-based test score for children from families speaking dialects at home?

A

Also low

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13
Q

How many states adopted common core by 2015

A

43 plus DC

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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
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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)

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16
Q

How is assessment linked to progress for EL’s?

A

There is a linkage between standards, placement testing, instruction and record keeping.

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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

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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
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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
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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
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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.

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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

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23
Q

What 4 domains does the California English Language Development Test measure?

A
  • Listening
  • Speaking
  • Reading
  • Writing
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24
Q

How often is the California English Language Development Test administered?

A

On entry, then once annually

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25
Q

What is the California English Language Development Test closely tied to and why?

A

CA ELA (English Language Arts) standards, to ensure a smooth transition for the EL’s

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26
Q

How are instruction and assessment linked CA?

A

standardized testing

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27
Q

What is kept in mind when instruction designed for EL’s?

A

Assessment

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28
Q

What are 4 purposes of assessment

A
  • Placement
  • Day-to-day instructional decisions (mediate? etc.)
  • Resource Decisions: (materials or instructional time)
  • Measure achievement vs. standards
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29
Q

What are 7 types of “tests” that can fulfill the 4 purposes of assessment?

A
  • Proficiency
  • Diagnostic / Placement
  • Achievement
  • Performance based
  • Competency
  • Student work samples
  • Observations while students work
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30
Q

What is the difference between formative and summative assessment?

A
  • 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

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31
Q

What is true about the type of assessment that will be more common due to Common Core standards that call for discipline-specific writing?

A

More formative assessment will be used

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32
Q

What are 3 shortcomings of proficiency tests?

A
  • 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
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33
Q

Compare and contrast Diagnostic and Placement tests.

A

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

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34
Q

What do achievement tests measure?

A

Success in learning specific instructional content

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35
Q

What have national standards caused in terms of testing and curricular content?

A

A proliferation of tests that are not aligned with specific curricular content

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36
Q

What are two common negative outcomes of Achievement Tests?

A
  • Administrators use it as an index of academic success

- May reduce time spent on language-development activities

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37
Q

What types of tests do more than half the states use for promotion/graduation?

A

Competency tests

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38
Q

What is true in many states when there is a failure to reach the minimum competency in Competency tests?

A

Mandated remediation

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39
Q

What often overshadows curriculum and affective goals of schooling?

A

Economic and political pressure

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40
Q

What is a growing alternative to standardized testing?

A

Performance-based testing

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41
Q

What is the basis for performance-based testing?

A

Student work (play, oral report, lab report, etc.)

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42
Q

What are two reasons standardized testing persists over performance-based testing

A

Economic and political investment

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43
Q

What type of curriculum promotes both language and academic development for EL’s?

A

Integrated

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44
Q

In an integrated curriculum, comment on assessment, documentation of outcomes and tracking progress.

A
  • A natural part of the curriculum
  • A variety of ways
  • Careful record keeping of observations allows tracking of progress
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45
Q

What are the forms of authentic assessment?

A

Projects, portfolios, experiments, debates, etc.

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46
Q

What makes an assessment “authentic”?

A

It stems directly from classroom activities

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47
Q

What is an advantage of authentic assessment in terms of mediation?

A

It permits teachers to design and offer as needed.

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48
Q

What is an advantage of Authentic Assessment compared to Performance-Based Assessment?

A

Corresponds directly to what is taught in class

49
Q

What are the two types of Performance-Based Assessment?

A
  • Standardized: Tests, checklists, observations, rating scales
  • Less Standardized: Work samples, anecdotal reports, behavioral reports
50
Q

What can using both standardized and less standardized assessments provide?

A

A cross-check of student capabilities

51
Q

Classroom testing can be used both __ and __

A
  • Formatively

- Summatively

52
Q

What is the first rule of testing?

A

Measure what is taught

53
Q

What can be done in testing to assist EL’s with vocablary

A

Provide “word walls” - bilingual dictionaries

54
Q

How can testing anxiety be reduced with EL’s?

A

Feature highly creative or divergent thinking as homework or group work

55
Q

What is a big advantage of standardized testing

A

Speed of scoring

56
Q

Rubrics used for grading can also be useful for 4 things for the student

A
  • Clear picture of outcome
  • Level of achievement expected for each score
  • Format of the assignment
  • Peer-assessment
57
Q

What are 5 things Portfolio Assessment can be used for?

A
  • 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
Q

How should a teacher manage a student portfolio

A

Review it every few weeks noting strength, weaknesses, and making tentative conclusions that plan to help success

59
Q

What is a Portfolio Conference?

A

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
Q

What are two benefits of standardized tests?

A
  • Ease of administration

- Ease of scoring

61
Q

What are two bases for standardized tests?

A
  • 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
Q

What are 6 suggestions for helping students perform well on standardized tests?

A
  • 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
Q

What do EL’s face when taking a standardized test?

A

More complex challenges in meeting the standards of the dominant culture

64
Q

What are two suggestions for standardized testing of EL’s

A
  • Keep it to a minimum

- Do not place a student “at risk” solely based on resutls

65
Q

What is true about the range of assessment available to teachers?

A

It is broad ranging from formal (miscue analysis, SOLOM: Student Oral Language Observation Matrix) or informal (take notes to summarize later)

66
Q

What type of feedback can be given when a teacher gives an “assessment”?

A

Oral explanation or nonverbal

67
Q

What should student self-assessment be balanced with?

A

Teacher formative and summative assessments

68
Q

What are the pros and cons of student self-assessment?

A

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
Q

Discuss grading:

  • Traditional
  • Modified Traditional
  • Pass-Fail
  • Number (1-4)
A
  • 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
Q

What four guidelines are suggested for the student final grade?

A
  • 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
Q

How should grading and assessment be done in terms of thinking skills. responsibility, reading. writing, etc.

A

Assess across variable criteria

72
Q

What can be done to increase responsibility and ownership of grading and assessment?

A

Explain clearly the relationship between class effort and grade criteria

73
Q

In addition to knowledge and facts, what else should be taught?

A

Learning strategies

74
Q

What should be provided to the students to clarify expectations?

A

Rubrics and examples

75
Q

What should be done after each assignment?

A

Debrief and adjust accordingly

76
Q

What should you ensure standardized testing measures and approximates?

A
  • corresponding tasks

- students’ ability

77
Q

What should a standardized test drive?

A

Curriculum

78
Q

In terms of assessment, what should be considered when using a standardized test?

A

Can it be supplemented with other information?

79
Q

How should testing relate to students’ skills and behaviors?

A

A fair sample

80
Q

How should standardized testing results be presented to parents (4)?

A
  • 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
Q

What are 5 best practices in testing?

A
  • Reflect the curriculum
  • Build on student experience
  • Be relevant to student experience
  • Match student developmental level
  • Assessment conditions should match learning conditions
82
Q

What is true about most states when it comes to identifying EL’s and many w.r.t. redesignation?

A
  • Specific laws address it

- Procedures are in place for periodic evaluation

83
Q

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.

A
  • Home Language Survey

- Administer a placement test

84
Q

What is ideal w.r.t. the staff when assessing a student for placement?

A

Communicate in the families first language

85
Q

What two tests are common in assessing students for placement?

A

(LAS) Language Assessment Scales

(BSM) Bilingual Syntax Measure

86
Q

What is best when assessing students for placement?

A

A variety of sources

87
Q

What two aspects make placement difficult even with testing?

A
  • Proficiency in academic areas may vary

- Age placement for those older, but with deficient language skills

88
Q

What was one benefit of the frequent testing of students in NCLB?

A

Useful for identifying students who need additional help

89
Q

What are 4 criteria for re-designation / exit procedures for EL’s into the general population.

A
  • 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
Q

What do some districts organize to ensure representation of ethnic parents in implementing re-designation and exit procedures?

A

A Bilingual Advisory Committee

91
Q

What are 4 “geographic” norms for re-designation / exiting students from EL programs?

A

National, regional, state and district.

92
Q

What do some states set for proficiency in EL testing?

A

A cutoff score

93
Q

What do some states such as CO provide in addition to their standards?

A

Examples of “Body of Evidence” of proficiency

94
Q

Standardized tests are not necessarily suited to measure ___ ___ of EL’s

A

language ability

95
Q

Often, the push is to re-designate students as fluent English-speaking ___ ___

A

too soon

96
Q

What is often true for EL’s after re-designation / exit?

A

Support is not available

97
Q

What can reduce test anxiety?

A

Practice exams

98
Q

What is true about EL’s and the time to take a test?

A

They may need more time

99
Q

What are two ways to build rapport with EL’s?

A
  • A teacher that can communicate in primary L

- Ensure students don’t resent the testing situation

100
Q

What are some cultural differences that can affect EL performance and affect evaluation?

A
    • 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
Q

Language placement tests are generally __ __ for assessing language skills

A

well suited

102
Q

What two things can be true about language tests translated to another language?

A
  • Translations may lack correspondence frequency

- Language-specific bias may be introduced

103
Q

What are two common forms of linguistic bias

A
  • Geographic

- Dialect

104
Q

What does cultural bias refer to?

A

Bias to values and items in the dominant culture

105
Q

What are some examples of class bias?

A

Words such as scallions, shallots and vacuum cleaner

106
Q

Is content bias an issue in mathematics?

A

It can be

107
Q

What skills will have greater expectations under Common Core for mathematics?

A

Linguistic skills

108
Q

What should be ensured when testing EL’s in content area?

A

That they can express their knowledge regardless of language skills.

109
Q

In terms of an appropriate assessment plan for EL’s what should be true about testing for content and language proficiency?

A

Tested in both languages

110
Q

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
A
  • 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
Q

What are three things to consider to include context when assessing students

A
  • Use familiar classroom materials
  • Some questions/tasks in small groups discussion and individual writing
  • Mirrors the familiar learning process
112
Q

A good test has __ __ and __

A

validity, reliability and practicality

113
Q

What is validity and what are two types of validity?

A
  • 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
Q

How do you know a test is reliable?

A

Yields predictably similar scores when re-taking

115
Q

What makes a test “practical”

A

It is relatively easy to administer and score (usable)

116
Q

What did one critic point out on how testing isn’t needed to identify underperforming schools?

A

Go to a poor neighborhood

117
Q

What do critics state is necessary for higher test scores? (2)

A
  • Increased resources

- Better teachers

118
Q 
Education policy should ... 
Regarding
- Local autonomy
- Assessments
- Addressing inequity
- Curriculum
A
  • Honor local autonomy
  • Employ better assessments
  • Address the root cause of inequity
  • Support a rich curriculum

CTEL (13 decks)

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