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