3. TEST
1. In the year of a
play sells 1572 tickets, in its year it sells
1753 tickets, in its year it sells 152 di meno
che in its second year. How many tickets are sold in
Jahre?
5. TEST
1. In the first year of production a play sells 1572 tickets,
in its second year it sells 1753 tickets, in its third year it
sells 152 less than in its second year. How many tickets
are sold in 3 years?
8. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
9. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
10. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
Multiple Choice: 73
11. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
Multiple Choice: 73
True/False: 19
12. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
Multiple Choice: 73
True/False: 19
Short Answer: 3
13. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
Multiple Choice: 73
True/False: 19
Short Answer: 3
Essay: 7
14. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
Multiple Choice: 73
True/False: 19
Short Answer: 3
Essay: 7
Conference Examinations: 98
15. Student Survey
* 225 students in Grades 9-11 English and Spanish class
* Students were asked:
What type of assessment do you prefer most?
Multiple Choice: 73
True/False: 19
Short Answer: 3
Essay: 7
Conference Examinations: 98
Interview Examinations: 25
18. (continue)
123 students preferred oral assessments to reading/writing
students scored much higher on interview exams than on short
answers, essays, or multiple choice
19. (continue)
123 students preferred oral assessments to reading/writing
students scored much higher on interview exams than on short
answers, essays, or multiple choice
What does this tell us about mandated State tests?
20. (continue)
123 students preferred oral assessments to reading/writing
students scored much higher on interview exams than on short
answers, essays, or multiple choice
What does this tell us about mandated State tests?
That many of our students probably know the answers to
the questions and can tell us the answers orally.
22. Are traditional tests even appropriate
for our English Learners?
Chapter 4 mentions other effective strategies and assessments that
have proven to work for ELLs.
23. Are traditional tests even appropriate
for our English Learners?
Chapter 4 mentions other effective strategies and assessments that
have proven to work for ELLs.
Portfolios
24. Are traditional tests even appropriate
for our English Learners?
Chapter 4 mentions other effective strategies and assessments that
have proven to work for ELLs.
Portfolios
“Teachers can use portfolios to assess students progress over time...Portfolio
assessment is NOT used to compare students to one another; rather it is used to
compare the student’s current work with what he or she did in the past as a means of
assessing growth and therefore to help the teacher make appropriate decisions about
the direction of future instruction.”
25. Are traditional tests even appropriate
for our English Learners?
Chapter 4 mentions other effective strategies and assessments that
have proven to work for ELLs.
Portfolios
“Teachers can use portfolios to assess students progress over time...Portfolio
assessment is NOT used to compare students to one another; rather it is used to
compare the student’s current work with what he or she did in the past as a means of
assessing growth and therefore to help the teacher make appropriate decisions about
the direction of future instruction.”
Assessing the “growth” of an ELL is more important than testing these
students to DEATH!
29. Formative and Summative
Assessment
Formative assessment
“ongoing practice that takes place before, during, and after instruction”
“informal” way of monitoring/assessing students’ understanding
30. Formative and Summative
Assessment
Formative assessment
“ongoing practice that takes place before, during, and after instruction”
“informal” way of monitoring/assessing students’ understanding
i.e. : homework, quizzes, quick checks, observations, etc.
31. Formative and Summative
Assessment
Formative assessment
“ongoing practice that takes place before, during, and after instruction”
“informal” way of monitoring/assessing students’ understanding
i.e. : homework, quizzes, quick checks, observations, etc.
Summative assessment
32. Formative and Summative
Assessment
Formative assessment
“ongoing practice that takes place before, during, and after instruction”
“informal” way of monitoring/assessing students’ understanding
i.e. : homework, quizzes, quick checks, observations, etc.
Summative assessment
a way that teachers assess students’ understanding at the end of a
lesson, unit, or school year
33. Formative and Summative
Assessment
Formative assessment
“ongoing practice that takes place before, during, and after instruction”
“informal” way of monitoring/assessing students’ understanding
i.e. : homework, quizzes, quick checks, observations, etc.
Summative assessment
a way that teachers assess students’ understanding at the end of a
lesson, unit, or school year
i.e. : major unit tests, portfolios, projects, essays, etc.
36. Formative vs. Summative:
The Driving Test Analogy
Less emphasis
is placed on
grades,
especially for
ELL students,
and more on
getting students
to master the
material being
taught.
39. Diagnostic Assessments
CELDT (California English Language Development Test) K-12
administered to students ID as ELLs (by the Home
Language Survey)
40. Diagnostic Assessments
CELDT (California English Language Development Test) K-12
administered to students ID as ELLs (by the Home
Language Survey)
What is tested?
41. Diagnostic Assessments
CELDT (California English Language Development Test) K-12
administered to students ID as ELLs (by the Home
Language Survey)
What is tested?
listening, speaking, reading, and writing
42. Diagnostic Assessments
CELDT (California English Language Development Test) K-12
administered to students ID as ELLs (by the Home
Language Survey)
What is tested?
listening, speaking, reading, and writing
Categories:
43. Diagnostic Assessments
CELDT (California English Language Development Test) K-12
administered to students ID as ELLs (by the Home
Language Survey)
What is tested?
listening, speaking, reading, and writing
Categories:
C-1: Beginning, C-2: Early Intermediate, C-3:
Intermediate, C-4: Early Advance, and C-5: Advance
48. (continue)
Bilingual Syntax Measure (BSM)
BSM I (K-2)
BSM II (3-12)
Language Assessment Scales (LAS)
LAS I (K-5)
LAS II (6-12)
49. (continue)
Bilingual Syntax Measure (BSM)
BSM I (K-2)
BSM II (3-12)
Language Assessment Scales (LAS)
LAS I (K-5)
LAS II (6-12)
Bilingual Index of Natural Language (BINL)
50. (continue)
Bilingual Syntax Measure (BSM)
BSM I (K-2)
BSM II (3-12)
Language Assessment Scales (LAS)
LAS I (K-5)
LAS II (6-12)
Bilingual Index of Natural Language (BINL)
BINL (K-12)
58. Classroom Assessments
Selected-Response Format
Multiple-choice
True-false
Matching
Constructed-Response Format
Brief-Constructed Responses:
Fill in the blank, short answer, essay
59. Classroom Assessments
Selected-Response Format
Multiple-choice
True-false
Matching
Constructed-Response Format
Brief-Constructed Responses:
Fill in the blank, short answer, essay
Performance-Based Assessment:
60. Classroom Assessments
Selected-Response Format
Multiple-choice
True-false
Matching
Constructed-Response Format
Brief-Constructed Responses:
Fill in the blank, short answer, essay
Performance-Based Assessment:
Research paper, story/play, poem, portfolio, art exhibit,
video, lab report
77. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
78. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
79. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
80. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
Student 3 will describe the photo in their envelope to Student 2
without stating the obvious.
81. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
Student 3 will describe the photo in their envelope to Student 2
without stating the obvious.
Student 1 (Teacher) will observe and take notes on Student 3:
82. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
Student 3 will describe the photo in their envelope to Student 2
without stating the obvious.
Student 1 (Teacher) will observe and take notes on Student 3:
Was the student able to complete the task?
83. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
Student 3 will describe the photo in their envelope to Student 2
without stating the obvious.
Student 1 (Teacher) will observe and take notes on Student 3:
Was the student able to complete the task?
What type of formal language did the student use?
84. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
Student 3 will describe the photo in their envelope to Student 2
without stating the obvious.
Student 1 (Teacher) will observe and take notes on Student 3:
Was the student able to complete the task?
What type of formal language did the student use?
What difficulties did Student 3 have describing their photo?
85. Let’s Assess
Groups of 3
Student 1: teacher (observe/take notes)
Student 2: native English speaking student
Student 3: ELL student
Instructions
Student 3 will describe the photo in their envelope to Student 2
without stating the obvious.
Student 1 (Teacher) will observe and take notes on Student 3:
Was the student able to complete the task?
What type of formal language did the student use?
What difficulties did Student 3 have describing their photo?
What do you think you can do to help Student 3 based on
this assessment?
88. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
89. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
90. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
91. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
92. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
perfect place to start: informal oral language sample
93. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
perfect place to start: informal oral language sample
Oral Assessments should be:
94. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
perfect place to start: informal oral language sample
Oral Assessments should be:
authentic classroom experiences
95. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
perfect place to start: informal oral language sample
Oral Assessments should be:
authentic classroom experiences
student to think (cognitive) and speak (communicative)
96. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
perfect place to start: informal oral language sample
Oral Assessments should be:
authentic classroom experiences
student to think (cognitive) and speak (communicative)
clear purpose
97. Theory to Practice
Variety of assessments
teacher-made tests, observations, group performances, etc.
Select assessment based on:
what’s already known
additional information needed about classroom performance
perfect place to start: informal oral language sample
Oral Assessments should be:
authentic classroom experiences
student to think (cognitive) and speak (communicative)
clear purpose
what they need to accomplish (oral language)
100. Other Types of Assessments
Retelling
Running records (Assess Reading)
101. Other Types of Assessments
Retelling
Running records (Assess Reading)
concur w/ observing and speaking with students
102. Other Types of Assessments
Retelling
Running records (Assess Reading)
concur w/ observing and speaking with students
Checklists
103. Other Types of Assessments
Retelling
Running records (Assess Reading)
concur w/ observing and speaking with students
Checklists
Think Alouds
104. Other Types of Assessments
Retelling
Running records (Assess Reading)
concur w/ observing and speaking with students
Checklists
Think Alouds
Reading Pictures
105. Other Types of Assessments
Retelling
Running records (Assess Reading)
concur w/ observing and speaking with students
Checklists
Think Alouds
Reading Pictures
Conferences
106. Other Types of Assessments
Retelling
Running records (Assess Reading)
concur w/ observing and speaking with students
Checklists
Think Alouds
Reading Pictures
Conferences
Rubric (Assessing Writing)
