1 ELL Testing and Evaluation

ELL Testing and Evaluation

Online Course

Course Syllabus

Description:

Welcome to the ELL Testing and Evaluation online course. This is a facilitated 10-week

online course focused on the factors that affect assessment of ELLs, including linguistic bias, test adaptations, and accommodations.

This course includes no face to face meetings. All work will be completed and submitted

online. To be successful in this online course, you will need to be comfortable accessing the

Internet and using a browser, have a high-speed Internet connection, and have time to work and interact with your classmates using Blackboard.

The content of this online course is designed in response to the recognition of the need

for the professional development of teachers who work with English Language Learner (ELL)

students. The course is designed to assist teachers in understanding the legal, pedagogical,

socio-economic, and demographic rationale for adapting instruction to meet the needs of

increasing numbers of ELLs in the public schools. The purpose of the course is increased

knowledge of issues affecting ELL learners, particularly in the area of ongoing assessment

for the purpose of diagnosing and meeting the instructional needs of ELLs.

Organization:

The course content is organized into 3 learning modules. The course is designed so that one

module is completed each week. The modules are to be completed in order. Embedded in

each module are the required readings, discussion board prompts, assignments, and

assessments.

Course Objectives:

The FLDOE has identified Florida Teacher Standards for ESOL Endorsement. The ELL Testing

and Evaluation course focuses on Domain 5: Assessment. The standards are listed below:

Standard 1: Assessment Issues for ELLs

Teachers will understand and apply knowledge of assessment issues as they

affect the learning of ELLs from diverse backgrounds and at varying English

proficiency levels. Examples include cultural and linguistic bias; testing in two

languages; sociopolitical and psychological factors; special education testing

and assessing giftedness; the importance of standards; the difference

between formative and summative assessment; and the difference between

language proficiency and other types of assessment (e.g., standardized

achievement tests).

Teachers will also understand issues around accountability. This includes the

implications of standardized assessment as opposed to performance-based

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assessments, and issues of accommodations in formal testing situations.

Standard 2: Language Proficiency Assessment

Teachers will appropriately use and interpret a variety of language proficiency

assessment instruments to meet district, state, and federal guidelines, and to

inform their instruction.

Teachers will understand their uses for identification, placement, and

demonstration of language growth of ELLs from diverse backgrounds and at

varying English proficiency levels.

Teachers will articulate the appropriateness of ELL assessments to

stakeholders.

Standard 3: Classroom-Based Assessment for ELLs

Teachers will identify, develop, and use a variety of standards- and

performance-based, formative and summative assessment tools and

techniques to inform instruction and assess student learning.

Teachers will understand their uses for identification, placement, and

demonstration of language growth of ELLs from diverse backgrounds and at

varying English proficiency levels.

Teachers will articulate the appropriateness of ELL assessments to

stakeholders.

Course Topics:

Module 1: Assessment Issues for ELLs

Module 2: Language Proficiency Assessment

Module 3: Classroom Based Assessments for ELLs

Text and Required Supplies:

The required readings are embedded into each learning module and include PDF’s, web

pages, and web-based presentations and videos. There are no additional required texts.

Grading Plan:

For this course you will receive a Pass/Fail grade. To receive a passing grade in the course,

you must complete ALL assignments with at least 80% mastery.

Module Title Pts. Possible

Module 1

Assessment Issues for ELLs

1.1 - Language Summary

1.2 – Cummins Cognitive Continuum

1.3 – Challenges of Assessment

Discussion Board:

1 – What Teachers Should Know

10

10

20

4

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2 – Common Underlying Proficiency

3 – Moises and the Test

3 – ELLS and Special Education

4

4

4

Module 2

Language Proficiency

Assessment

2.1 – Consent Decree

2.2 – Registration

2.3 – ELL Placement

2.4 – Oral Language Assessment

Discussion Board:

4 – Newcomer ELLs

5 – Literacy Assessment

10

10

10

10

4

4

Module 3

Classroom Based

Assessments for ELLs

3.1 – Categories of Literacy

3.2 – L2 Writing

3.3 – Test Checklist

3.4 – Assessment Techniques

3.5 – Portfolio Assessment

Discussion Board:

6 – Classroom Practices

5

10

15

10

20

4

Post Test 25

Maximum Total Points 193

Points required for Passing (with everything complete) 154

Suggestions for Success:

Set aside time each day to work on the online course.

Pace yourself so that you can complete one learning module per week.

If you fall behind, contact your facilitator right away. Your facilitator’s contact

information is located in the “Facilitator” section.

If you need technical help, click the “?” icon at the top of the screen and then click

the “Participants” button. There are step by step directions and videos there to help

you.

Make sure that your computer is up to date with the latest Java plug in, Adobe Flash

Player, and Adobe Reader.

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Make sure that the computer you are using does not have You Tube blocked. All of

the embedded videos are housed on the Schultz Center’s YouTube channel, or other

YouTube channels.

Use Firefox, Chrome, or Safari as your browser. Internet Explorer is not

recommended.

Keep digital copies of all of your assignments.