The Goal:
Upon completion of the 6 modules, candidates (pre-in-service teachers grades K-12) will know, understand, and are able to use effective practices and strategies related to planning and management of ESOL instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies, and structures, and effectively choosing and adapting classroom resources.

Each module is based on the National NCATE Approved TESOL Standards, the Georgia PSC andards,and National TESOL Teacher Competencies.

Each module requires at least 2 sessions. Session 1 deals with presentation of information.  Session is for review, reflection of assignments and field experience.  The time designated for each session is dependent on the depth of material to be presented, based on participant’s knowledge and experience in working with English Language Learners.

Module VI
Topic: Developing Assessment Strategies for ESOL Students

National NCATE Approved TESOL Standards

Domain 4: Assessment
Candidates understand issues of assessment and use assessment measures that are standards based as they relate to ESOL students.

Standard 4.a. Issues of Assessment. Candidates understand various issues of assessment—e.g., cultural and linguistic bias, political, social, and psychological factors in assessment, IQ, and special education testing (including gifted and talented), the importance of being standards
based, and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.

Standard 4.b. Language proficiency assessment. Candidates know and can use a variety of standards based language proficiency instruments to inform their instruction, and understand their uses for identification, placement and demonstrating language growth of ESOL students.

Standard 4.c. Classroom-based assessment for ESL. Candidates know and use a variety of classroom and performance-based assessment tools that are standards based to inform instruction.
 

V  The program shall require demonstrated competence in language assessment techniques and instruments, and the evaluation of students
VI. The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies for teaching English as a second langue
X. Supervised field experience in ESOL education shall be integrated throughout the program.

Knowledge, Skills and Dispositions (Based on courses for endorsement)

XII.  Knowledge of student assessment
XIII  Knowledge of instructional assessment
XV.  Ability to interpret and use assessment data for placement purposes
 

Presentation of Information and In-Class Activities Review of state criteria for entrance and exit of ESOL programs http://www.glc.k12.ga.us/qcc/ancill/esol/fedlaw.htm ESOL Resource Guide Testing Programs - Student Assessment Definitions Language Assessment Conference http://www.glc.k12.ga.us/qcc/ancill/esol/lngasses.htm Assessment of Student Eligibility Assessment of English Language Proficiency Assessment of Literacy Skills http://www.glc.k12.ga.us/qcc/ancill/esol/assess.htm Developing Effective Assessment Strategies for English Language Learners Language Demand, Multiple Choice, Cloze, Responding to Oral and Written questions Modifying test format Higher Order Questioning Interpreting responses with beginning students Portfolio Assessment with LEP students Self and Peer Assessment Issue of Grading Review of test taking strategies and issues related to ESOL students and tests

Readings and Review of article by Quezada, Maria S. (2000) And the Beat Goes On, Multilingual Educator, Winter, 2000, pgs. 14-19.. Discussion of Maria Quezada’s  review of Proposition 227 which became a reality in 1998 and how it affected California’s educational programs for English Language Learners.  She includes a discussion of the preliminary research findings and a review of standardized test results.  The implications for language minority students are shared.

Field Assignments Interview teachers regarding their assessment strategies with mainstream students.  Develop an assessment strategy that can be used with both mainstream and LEP students.  Implement the strategy and compare the responses of both groups. Identify problem areas for the English Language Learners and develop ways to modify the assessment process, or suggest areas that teachers should focus on, enhance or modified to provide opportunity for the English langage learners to comprehend the information.

     Cohen, A, (1994). Assessing language ability in the classroom. (2nd ed.). Boston, MA: Heinle & Heinle. Fradd, S. H., McGee, P. L., & Wilen, D. K. (1994). Instructional assessment: An integrative approach to evaluating student performance. White Plains, NY: Addison-Wesley.

     Garcia, J. B., & Ortiz, A. A. (1988). Preventing inappropriate referrals of language minority students to special education. Focus, 5, National Clearinghouse for Bilingual Education.

     Genessee, F. & Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press.
Law, B. & Eckes, M. (1995). Assessment and ESL: A handbook for K-12 teachers. Toronto: Peguis.

     O’Malley, J. M., & Valdez Pierce, L. (1996). Authentic assessment for English language learners. White Plains, NY: Addison-Wesley.

     TESOL. (2000). Scenarios for ESL standards-based assessment. Alexandria, VA: Author TESOL. (1999). Managing the assessment process: A framework for measuring student attainment of the ESL Standards. Alexandria, VA: Author.