Comprehensive Assessment System
Webinar #7January 11, 2012
Session Topic:
Cultural & Linguistic Demands of Assessment
Session Objectives
The purpose of this session is to:
– Describe factors that impact assessment of ELLs– Share resources for developing/selecting
assessments and scoring assessments – Provide guidance for interpreting assessment
data of ELLs– Answer questions
Factors that Affect ELLs
• Country of origin
• Educational experiences in L1
• Linguistic backgrounds– Development of first language– Circumstances of second language development
Stages of 2nd Language Development
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Stages of 2nd Language Development
Remember…
• Proficiency in social language = 2-3 years Proficiency in academic language = 5-9 years
• Ells have to learn English and they need to simultaneously learn content IN English
English is tricky!
• The bandage was wound around the wound. • The farm was used to produce produce . • I did not object to the object. • The insurance was invalid for the invalid. • The wind was too strong to wind the sail. • I had to subject the subject to a series of tests.
• Universal Design/Plain Language
• Cultural/socio-economic lens
Developing Local Assessments
WIDA Can-Do Descriptors
• http://www.wida.us/
• 4 domains: – Reading– Writing– Speaking– listening
• Organized by grade level and language proficiency level
Authentic Assessment
• Practical demonstration of knowledge and/or understanding
• Ex. Observations, performance tasks, etc. • Perhaps writing an essay is not the best way
to determine the student’s level of understanding of academic content
Questions?
Resources for Consideration of Commercial Assessments
• Review technical manual
• http://rti4success.org/screeningTools
• www.cal.org
The WIDA standards and assessment framework
ELPSSummative
Research on second language development
FormativeInstruction
ELP Assessments
Assessment Data
Performance DefinitionsCAN-DO
Descriptors
Purpose Administration Scores
W-APT(WIDA Access Placement Test)
Screen Individual- 20 min. Proficiency level
MODEL Screen or interim/benchmark
Individual – 30-45 min.
Scale score, proficiency levels
ACCESS Summative Jan/Feb – multiple day, group or individual
Raw score, scale score, proficiency level
ELP Assessments
• Question your first assumptions• Use multiple measures • Use the knowledge you have about that
student• Consider linguistic demands (do you still have
construct validity?)
Interpreting Data
Imagine if…
What additional questions would you want to ask about these 2 students?
Two 5th grade ELLs at a WIDA level 2.5 score in the most at risk range on a math screen.
Student A• Arrived to the US
3 months ago• Demonstrates
grade level literacy in L1
• Preliminary adaptation phase
Student B• Arrived to the
US 3 years ago• Some oral L1
proficiency but no L1 literacy
• Integrative adaptation phase – culture split
Given the contextual ELL factors, how do you respond? What would you do next for each student in
ESL/bilingual instructionthe general education classroom
additional intervention if any
• Compare L1 and L2 measures, when possible• Use WIDA rubrics (in addition to content
rubrics) • Progress Monitoring data• Considerations from structured language
observations + performance tasks
Multiple Measures/Triangulation
Additional Screening Information Needed for ELLs
When using traditional screening measures to determine the degree and type of intervention ELLs will need, also:
• Review language proficiency data • Consider level of acculturation at the time of
screening• Check to see if the measure has been normed
on ELLs
Questions?
Upcoming Webinars
February 8th 9:30-10:30
Interpreting NECAP Data