PART TWO: Assessment & Instruction Flashcards
Chapters 3 - 7 of Diaz-Rios textbook
process of instruction
- aligning curriculum with grade-level standards and students’ assessed levels (curriculum calibration)
- using grade-level formative (in-process) and summative (final) assessments to improve student achievement
- applying effective instructional strategies to ensure student mastery of standards taught
best practice: backwards planning
teacher picks 2 ELD standards to address, uses these to create 3 objectives. Students work in intermediate (create a list) and advanced (create a matrix chart) groups, then quiz other groups at the same level using the materials they created. Formative assessment is teacher circulating to help groups, summative is a quiz
p. 96-97
three need-based groups
- benchmark, may be experiencing minor difficulties
- strategic, test results show slightly below the mean
- intensive, extremely and chronically low performance in one or more measures
reclassification process (California)
- CELDT score
- teacher evaluation based on report cards or another measure used by district
- consultation w/parent or guardian
- performance in basic kilss as measured by California English Language Arts Standards Test (CELAST?)
p. 98
issues of fairness in testing ELLs
Test anxiety, time limits, problematic test content, validity, reliability, practicality
p. 99
best practices: in testing
Does the assessment match what has been taught?
Do conditions for assessment resemble those of instruction?
Does assessment build on experience of students? Is it relevant to their lives, and can it be matched to developmental level?
Is the atmosphere positive, avoiding distractions?
p. 100
formative assessment
takes place during instruction. Ranges from informal verbal feedback to preliminary scoring. May also include self-assessment and peer assessment.
p. 101
summative assessment
occurs at the end point and provides basis for a final letter grade
p. 101
best practice: performance assessment
- contains materials similar to that found in real books, rather than reproduced paragraphs written with a controlled vocabulary
- administered by a concerned adult who is usually present to help
- be observational and interactional, valid and reliable, and available for comparison and reporting purposes
- offer a picture of students reading strengths and weaknesses
- be motivating and fun so students by taking it would be encouraged to read more
p. 101
best practice: anecdotal observations
teacher keeps sticky notes in pocket, jots notes while circulating in classroom, saves notes in folder, shares sheet of photocopied notes at conferences
p. 104
best practice: developing a scoring rubric
- identify desired results - what students should know and be able to do at end of lesson
- what is considered to be acceptable evidence - what performance task will the student do
- what are the criteria for judging - point values connected to each aspect of the work
- if time permits, show examples to help students visualize grading criteria
- students can check their work against the criteria in a formative way before final grading, which enables “transparent” assessment which keeps students informed of their progress
p. 104
best practice: grading and assessment plan
- ensure school or school district has a fair policy for grading ELs that everyone follows
- grade a combo of process and product for all students
- early in class, explain to students what and how you grade, and show examples
- use rubrics
- involve students in developing criteria for evaluating assignments
- use a variety of products to assess
- adapt tests and test administration (i.e. allow more time, read the test aloud)
- teach test-taking skills and strategies
- grade beginning ELs as at/above/below expectations until end of year, then assign a letter grade for the year
- put a note on report card to identify student as an EL and write comments to clarify how student was graded
p. 106
scaffolding assessments
building a temp structure to support instruction that is remove once learning takes place
e. g. test questions with key terms underlined, divided into subsections, or with direct references to prior knowledge
p. 109
adapting listening tasks
before, during, and after listening - list on p. 112
adapting reading tasks
before, during, and after reading - list on p. 113
adapting writing tasks
Writing is used for 2 main purposes: to capture and demonstrate content knowledge and to express creativity. In general, teachers of students with special needs in inclusive settings change response mode to oral when appropriate.
p. 113
developmental bilingual programs
designed for ESL students, goals are maintenance and full development of primary language, full proficiency in English, grade-appropriate achievement in all academic domains, integration into EO classrooms, positive identification with culture of both language groups
p. 126
additive bilingualism
academic & language instruction in 2 languages so students can become proficient in both
p. 131
newcomer (front-loaded) English
foster rapid English learning during period of early acculturation - more common at secondary level. Only ELD is offered on intensive basis, limited access to core curriculum
p. 136, p. 137
bridging
linking concepts and skills to student experiences or eliciting/using examples from student’s lives
p. 143
schema building
using scaffolding strategies to link new learning to old
p. 143
contextualization
strategies that augment speech and/or text through pictures, realia, dramatizations, etc.
p. 143
cycle of instruction
Observe students to set objectives Plan lesson Deliver content Conduct a summative assessment Reflect
p. 151
lesson objectives
content objective: knowledge or skill in a subject area
language-development objective: knowledge or skill in some facet of English
learning-strategy objective: knowledge, skill, or learning strategy that teaches student how to acquire or process info
p. 153
CALLA
cognitive academic language learning approach
Developed by Chamot for English learners at early intermediate to advanced levels. Contains content, language-development, and learning-strategy objectives.
p. 158-9
metacognitive learning strategies
helps students plan, monitor, and evaluate their learning processes
p. 159
cognitive learning strategies
include using reference materials resourcefully, taking effective notes, summarizing material adequately, applying rules of inference, etc.
p. 160
social-affective learning strategies
elicit needed clarification, work cooperatively with peers in problem solving, use mental techniques to reduce anxiety and increase sense of personal competency
p. 160
guidelines for cooperative learning
positive interdependence face-to-face interactions individual accountability social skills training group processing (reflection)
p. 162
components of CALP
communication conceptualization (concepts become abstract and fit into larger theories, i.e. rain becomes precipitation cycle) critical thinking context culture
p. 173
types of graphic organizers
representative/explanatory (includes sequential, Venn, t-chart)
generative (includes mind map, KWL)
evaluative (includes grade scale, rubric)
p. 178
cognitive apprentice model
Teachers model how to enjoy reading - why they like certain genres, why a certain turn of phrase is delightful, why a plot is compelling, etc. Students become apprentices to the teachers’ thinking about literature.
p. 198
oracy
learning to speak and listen
p. 211
restrictive correcting
focus on only a few types of errors at one time
p. 266
