Catalog > ESOL : Testing and Evaluation

ESOL : Testing and Evaluation

Description

Identify factors that affect assessment of English language learners (ELLs) including linguistic bias, test adaptations, and accommodations. Additionally, explore federal assessment policies and interpretation of assessment data.

Learning Objectives - FL

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)

Learning Objectives

  • 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)

Documentation Methods

Participants must document their learning by completing the following summatives.

2 Multiple Choice Exams - Learner demonstrates knowledge of content by selecting the correct answer from the choices provided.
8 Reflections - Learner synthesizes previous knowledge and course content in order to develop a narrative response.

The summatives must meet 80% of the established criteria.

Project Team

Author: Sandra Hancock, PhD; Sandi King, MEd

Developed by Adrienne Herrell, PhD.


Course Last Updated: 2022