ESOL : Testing and Evaluation

Domain 5 (from Florida Teacher Standards for ESOL Endorsement 2010)

• Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.a)
• Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.b)
• Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.c)
• Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.d)
• Distinguish among ELLs’ language differences, giftedness, and special education needs. (5.1.e)
• Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. (5.2.a)
• Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. (5.2.b)
• Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. (5.2.c)
• Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development. (5.3.a)
• Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. (5.3.b)
• Use various tools and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development. (5.3.c)
• Prepare ELLs to use self- and peer-assessment techniques, when appropriate. (5.3.d)c
• Assist ELLs in developing necessary test-taking skills. (5.3.e)
• Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics. (5.3.f)

• Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.a)
• Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.b)
• Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.c)
• Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. (5.1.d)
• Distinguish among ELLs’ language differences, giftedness, and special education needs. (5.1.e)
• Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. (5.2.a)
• Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. (5.2.b)
• Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. (5.2.c)
• Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development. (5.3.a)
• Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. (5.3.b)
• Use various tools and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development. (5.3.c)
• Prepare ELLs to use self- and peer-assessment techniques, when appropriate. (5.3.d)c
• Assist ELLs in developing necessary test-taking skills. (5.3.e)
• Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics. (5.3.f)