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Comprehensive Assessment System
Webinar #7January 11, 2012
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Session Topic:
Cultural & Linguistic Demands of Assessment
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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
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Factors that Affect ELLs
• Country of origin
• Educational experiences in L1
• Linguistic backgrounds– Development of first language– Circumstances of second language development
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Stages of 2nd Language Development
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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
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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
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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.
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• Universal Design/Plain Language
• Cultural/socio-economic lens
Developing Local Assessments
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WIDA Can-Do Descriptors
• http://www.wida.us/
• 4 domains: – Reading– Writing– Speaking– listening
• Organized by grade level and language proficiency level
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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
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Questions?
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Resources for Consideration of Commercial Assessments
• Review technical manual
• http://rti4success.org/screeningTools
• www.cal.org
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The WIDA standards and assessment framework
ELPSSummative
Research on second language development
FormativeInstruction
ELP Assessments
Assessment Data
Performance DefinitionsCAN-DO
Descriptors
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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
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• 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
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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.
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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
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• 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
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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
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Questions?
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Upcoming Webinars
February 8th 9:30-10:30
Interpreting NECAP Data