M5 Discussion: Planning classroom assessment in multiple lan…

Discussion Topic

Review the instructions for the key assessment: , due at the end of the course.

Students should answer the following prompts:

1. Brainstorm ideas for Part 1 (Context) and 2 (Planning) of the key assessment. Apply what you have learned in this module’s materials regarding planning classroom assessment that incorporates translanguaging and cultural responsiveness.
2. Indicate any considerations or modifications teachers should make when assessing specific sub-populations of multilingual learners (see Figure 1.1, Classroom Assessment in Multiple Languages, p. 6).
3. Explain the role that technology might play in your classroom assessment and/or learner self-assessment.
4. Ask any questions or clarifications you may have about the key assessment instructions or rubric.

Classroom Assessment in Multilanguages

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Instructions

Overview and Context

The purpose of this assessment is to use knowledge and skills obtained through course materials and class activities to develop and implement classroom assessment in multiple languages using the assessment cycle. The cycle includes the following phases:

Plan classroom assessment

Collect and organize assessment data

Analyze and interpret assessment data

Evaluate and report the assessment information

Take action steps

The assignment earns 10 clinical hours in the course. Candidates pursuing a bilingual endorsement should do the project in a bilingual setting. Candidates pursuing an ESL endorsement can do the project in either an ESL or a bilingual setting.

Standards Addressed

TESOL/NCATE Standards (2012): 1.b, 2, 3.a, 3.b, 4.b, 4.c, 5.b

CRTL Standards: a.2, a.3, b.5, c.7, e.7, g.4, g.10, g.12, f.5

Addressed Course Learning Outcomes

Articulate the purposes of assessment and impact of educational policies on assessment practices.

Critically analyze traditional and alternative modes of assessment (e.g., standardized, performance-based, and portfolio) for emergent bilingual learners.

Design and implement effective instruments and procedures for assessing multiple language proficiency and academic performance.

Develop assessment literacy to interpret data from various assessment instruments.

Collaborate with stakeholders to evaluate assessment results to monitor learner progress and make joint decisions.

Use assessment results to reflect on teaching effectiveness and differentiate instruction for multiple language proficiency, content learning, and diverse learning needs.

Apply strategies to involve students in assessment and self-assessment to help them monitor their progress, become aware of their strengths and their needs, and establish goals for learning.

Directions

Work with a diverse classroom with emergent bilingual learners who are classified for ESL/bilingual services or recently exited from them. It may also include emergent bilingual learners whose parents/guardians have refused services. If you don’t have access to an actual classroom with emergent bilingual students, some options are available. For example, 1) partner up with a peer who has access to a diverse classroom on designing and collecting data; or 2) work with one or more emergent bilingual students (in or outside of the school setting). Please discuss with the instructor for other ideas. Follow the assessment cycle below for classroom assessments in multiple languages:

Context/Setting

Provide basic demographic information on the emergent bilingual learners and their families (e.g., age level, primary and additional language(s) proficiency levels, race/ethnicity, socioeconomic status). Use pseudonyms to respect privacy rights.

If applicable, use the Illinois State Board of Education Report Card (http://illinoisreportcard.com) to obtain demographic information about the school and its students.

Planning Assessment

Provide the context for assessment: Grade level, subject area, unit/lesson topics, and appropriate content & language standards

Create a classroom assessment in multiple languages:

Identify the purposes of the classroom assessment (i.e., language domains; content knowledge/skills; assessment as, for, and of learning)

Include the assessment instrument

Explain when the assessment is used in the lesson/unit

Provide the rationale as to how the assessment reflects translanguaging and culturally responsive pedagogies

Collecting & Organizing Assessment Information

Administer the assessment to collect data from emergent bilingual learners

Organize the assessment data by receptive and/or productive domains in multiple languages

Analyzing and Interpreting Assessment Information

Explain strategies you use to analyze and interpret assessment data from classroom observation, multimodal communication and multiliteracies, and/or translanguaging

Provide the feedback you plan to share with the students

Evaluating and Reporting Information

Describe how you evaluate information from the assessment

Explain how and to whom you plan to report assessment results

Taking Action

Explain the action steps for stakeholders (e.g., emergent bilingual students, teachers, school community, and families) to promote multilingualism and multiculturalism in the learning community and larger society

Final Report

Include all of the above information in a well-organized final report. Multimodal format is welcomed. Use pseudonyms to respect privacy rights. Submit the report to the Assignment Folder on D2L.

Assessment

Before submitting, review your project using the rubric to ensure that you meet all criteria at the proficient level.

Criteria0

1

2

3

Criterion Score

Basic demographic data ||TESOL 2

0 points

Demographic information is missing

1 point

Demographic information includes less than half of the categories: age, primary, and additional language(s) proficiency levels, race/ethnicity, socioeconomic status, and school information

2 points

Demographic information includes half or more of the categories: age, primary, and additional language(s) proficiency levels, race/ethnicity, socioeconomic status, and school information

3 points

Demographic information includes all of the categories: age, primary, and additional language(s) proficiency levels, race/ethnicity, socioeconomic status, and school information

Score of Basic demographic data ||TESOL 2,

/ 3

Planning: Context ||TESOL 3a

0 points

Context for assessment is missing

1 point

Context for assessment includes less than half of the categories: grade level, subject area, unit/lesson topics, and appropriate content & language standards

2 points

Context for assessment includes half or more categories: grade level, subject area, unit/lesson topics, and appropriate content & language standards

3 points

Context for assessment includes all the categories: grade level, subject area, unit/lesson topics, and appropriate content & language standards

Score of Planning: Context ||TESOL 3a,

/ 3

Planning: Purposes ||TESOL 4b

0 points

Does not identify assessment purposes

1 point

Identifies less than half of the categories for the purposes of classroom assessment: Language domains; content knowledge/skills assessment as, for, and of learning

2 points

Identifies some but not all of the purposes of the classroom assessment, or inaccurately identifies some assessment purposes: Language domains; content knowledge/skil ls; assessment as, for, and of learning

3 points

Accurately identifies all of the purposes of the classroom assessment: Language domains; content knowledge/skills; assessment as, for, and of learning

Score of Planning: Purposes ||TESOL 4b,

/ 3

Planning: Assessment Instrument ||TESOL 4c

0 points

Does not include assessment instrument

1 point

Included assessment is incomplete or inappropriate for the assessment purposes

2 points

Included assessment is complete but some components may be inappropriate for the assessment purposes

3 points

Includes the complete assessment instrument that matches the purposes of the assessment

Score of Planning: Assessment Instrument ||TESOL 4c,

/ 3

Planning: Rationale ||TESOL 1b

0 points

Does not provide the rationale as to how the assessment fits into the translanguaging and culturally responsive pedagogies

1 point

Provides a basic rationale as to how the assessment fits into the translanguaging and culturally responsive pedagogies, with no support from course materials

2 points

Provides the rationale how the assessment fits into the translanguaging and culturally responsive pedagogies, with limited support from course materials (1 source)

3 points

Provides the rationale as to how the assessment fits into the translanguaging and culturally responsive pedagogies, with compelling support from course materials (2 or more sources)

Score of Planning: Rationale ||TESOL 1b,

/ 3

Collecting and organizing: Data collection and presentation ||TESOL 4c

0 points

Assessment data are neither collected nor organized

1 point

Incomplete assessment data are collected, or data are not organized

2 points

Complete assessment data are collected and organized by receptive and/or productive domains in one language

3 points

Complete assessment data are collected and organized by receptive and/or productive domains in more than one language

Score of Collecting and organizing: Data collection and presentation ||TESOL 4c,

/ 3

Analyzing and interpreting: Strategies ||TESOL 4c

0 points

Does not include strategy explanation

1 point

Explains one strategy to analyze and interpret assessment data but the strategy may be inappropriate

2 points

Explains one appropriate strategy to analyze and interpret assessment data

3 points

Explains more than one appropriate strategy to analyze and interpret assessment data

Score of Analyzing and interpreting: Strategies ||TESOL 4c,

/ 3

Analyzing and interpreting: Feedback ||TESOL 4c

0 points

Does not provide student feedback

1 point

Provides limited feedback that may not be meaningful to students

2 points

Provides some meaningful feedback for the students

3 points

Provides meaningful and constructive feedback that builds on student strengths and identifying areas of growth

Score of Analyzing and interpreting: Feedback ||TESOL 4c,

/ 3

Evaluating and reporting: Evaluation ||4c

0 points

Does not include description

1 point

Description of how to evaluate information is vague or inappropriate given consideration for multiple languages

2 points

Description of how to evaluate information is specific but may be inappropriate given consideration for multiple languages

3 points

Description of how to evaluate information is specific and appropriate given consideration for multiple languages

Score of Evaluating and reporting: Evaluation ||4c,

/ 3

Evaluating and reporting: Report out ||TESOL 5b

0 points

Does not include explanation

1 point

Incomplete explanation of how or to whom the assessment results are reported

2 points

Complete explanation of how and to whom the assessment results are reported but some parts of the explanation may be inappropriate

3 points

Complete and appropriate explanation of how and to whom the assessment results are reported

Score of Evaluating and reporting: Report out ||TESOL 5b,

/ 3

Taking Action ||TESOL 3b

0 points

Does not include action steps

1 point

Explain the action steps but they may not be appropriate for the identified stakeholder(s)

2 points

Explains the appropriate action steps for one stakeholder

3 points

Explains the appropriate action steps for more than one stakeholder

Score of Taking Action ||TESOL 3b,

/ 3

TotalScore of Classroom Assessment in Multiple Languages NCE KEY CIL,

/ 33

Overall Score

0: Missing

0 points minimum

1: Unsatisfactory

6 points minimum

2: Basic

17 points minimum

3: Proficient

28 points minimum