Characteristics of English Language Learners (ELLs)LanguageSimilarities & differencesCultureChildrearing practices & family valuesParental role in schoolPrevious educational experienceLiteracy in native language

Characteristics of ELLsLanguageOver 200 language backgroundsProximity of native language to EnglishCulturePassive vs. activeFamily valuesChild-rearing practicesPrevious educational experienceUse of native language literacy as a building block

What is Assessment?Gathering information on what a student knows or has learnedFormal or informal

Observation & documentation

No Child Left BehindGood NewsAccountability for ELLs

Bad NewsOne size does not fit allEnglish language standardized tests not always appropriate for ELLsStatewide testing for ELLs an emerging field, not much research

Disaggregation of Test ScoresSeparating out test scores or results for ELL students from all scores

To find out: How are ELLs doing?

Are they meeting state standards?

ValidityAccuracy of inferences

Making appropriate assumptions about test scores

Use language of classroom instruction

Use alternative forms of assessment that reflect classroom instruction

VideoNew Kid in Town

Arlington Intake Center, Arlington VA

Newcomer AssessmentUsed to determineNative language literacy

Prior educational experience

Phonemic awareness in English

Prior knowledge

Inappropriate AssessmentsProblems with current testsHeavy language load

Out of context

Culturally-based

Sample Test ItemGrade 3 Reading

Look at the picture. Which word has the same middle and ending sounds as the name of the picture?F butterG rabbitH kettleJ nibble

Assessing ReadingMust reflect classroom instruction

Use interactive tasks to provide context for learning

Standardized tests do not always provide context or language support

Linking Classroom Assessments to Statewide TestsBase classroom assessments on state standards

Use classroom learning tasks as opportunities for assessment

Benefits of Classroom-Based AssessmentsGuide both teaching & learning

Continuous adjustments by teacher & students

Provide specific, personalized, timely information

Two Types of AssessmentTeacher-Useful AssessmentsObservation & documentationChecklists, rubrics, anecdotal records

Student-Friendly AssessmentsChecklists detailing learning expectations

Assessing ELLs withLearning DisabilitiesWays to promote success:Use manipulatives, pictures, illustrations

Use performance-based assessment

Use instructionally-based materials

Language or Learning Disability?Ways to assess:Educational & medical history

Parental interview

Student interview

Teacher observation and documentation on variety of learning tasks

AssessmentDoes not need to take time away from instruction

Can be simultaneous to instruction

Must be ongoing & continuous

Can provide feedback to guide teaching and improve learningAn integral part of instruction

Teacher AssessmentsInform & Direct InstructionNeeds/DiagnosticAssessmentReadingInstructionRedirectedReadingInstruction

Cycle of Assessment & Instruction

Before and After TeachingFind out what students knowDiagnostic testsOral questioning

Group for differentiated instruction

Relate to prior knowledge & students interests

Compare results before and after tests

State Standardized TestsMeasure annual growth

Not as useful for informing classroom instruction on weekly basis

VideoLetters and Sounds

Mark Hopkins Elementary School, Sacramento CA

Video highlightsStudent engaged to follow specific instruction

Student performs literacy task

Teacher keeps record of strengths and needs

Useful Teaching ApproachesRelate new information to students prior knowledge

Use hands-on tasks, manipulatives, games, kinesthetic activities, visuals

Help learners feel they belong

Assessing and DiagnosingIn a Multi-lingual ClassroomCommon set of teaching standards and objectives

Compare each students accomplishments to standards instead of to each other

When Native Language LiteracyIs Not Available in the ClassroomGather ResourcesParents, community members, networking

Provide Scaffolding in the ClassroomSimplified English languageReinforce oral directions with written onesVisuals, manipulativesCooperative learning, gamesReduce students anxiety & stress

Assessment That Promotes LearningNot just auditing learning

Diagnosing strengths and needs

Providing specific feedback

Descriptive & productive feedback Not just a gradeAdd constructive comments

Sharing Expectations with StudentsIdeas to try:Use wall charts, tables, graphs

Use symbols to reduce language load

Use color coding

Use student-friendly checklists for reading skills

Student/teacher conferences

Essential for self-monitoring

Informing Both Parents & StudentsShare learning goals, objectives, and assessment results

Enable students to hit the learning target

Teacher ObservationsObserve whole class or small groups

Save one-on-one assessment for individuals not making progress

Group & individual tasks

Provide time for individual conferences

Involving ParentsNative language resources

Provide childs history

Need to know learning goals & assessment expectations

Can support literacy in the home

SummaryNeed variety of assessments

Need to involve parents

Need state legislation requiring teacher assessment literacy

L. V. Pierce, George Mason University

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