Grading and Assessing ELsGrading and Assessing ELs

Presented byPresented by

Meko VenegasMeko Venegas

20102010

““Considerable evidence supports this conclusion:Considerable evidence supports this conclusion:

The differences in achievement observed between and The differences in achievement observed between and among students of culturally and ethnically diverse among students of culturally and ethnically diverse backgrounds and students of mainstreamed backgrounds and students of mainstreamed backgrounds are not the result of differences in ability to backgrounds are not the result of differences in ability to learn.learn.

Rather, they are the result of differences in the quality of Rather, they are the result of differences in the quality of the instruction these young people receive in school.”the instruction these young people receive in school.”

~Marietta Saravia-Shore and Eugene Garcia~Marietta Saravia-Shore and Eugene GarciaDiverse Teaching Strategies for Diverse LearnersDiverse Teaching Strategies for Diverse Learners

ASCD, 1995ASCD, 1995

Laws and MoreLaws and MoreOne result of the One result of the Lau vs. Nichols 1974 Supreme Court Lau vs. Nichols 1974 Supreme Court DecisionDecision is that students who do not speak English as is that students who do not speak English as their first language must be provided instructional and their first language must be provided instructional and assessment modifications so they have the opportunity assessment modifications so they have the opportunity to be academically successful (Ovando, Collier, & to be academically successful (Ovando, Collier, & Combs, 2006). Combs, 2006).

NCLB NCLB (No Child Left Behind) requires that ELs receive (No Child Left Behind) requires that ELs receive the same high quality content that mainstream students the same high quality content that mainstream students learn (Gottlieb, 2006).learn (Gottlieb, 2006).

*Accomplishing these goals is a challenge for teachers *Accomplishing these goals is a challenge for teachers who are typically not prepared in how to accommodate who are typically not prepared in how to accommodate English Learners (ELs) in assessment or instruction.English Learners (ELs) in assessment or instruction.

Students with disabilities and English language Students with disabilities and English language learners (ELLs) often differ from their classmates learners (ELLs) often differ from their classmates in the ways they engage in and contribute to in the ways they engage in and contribute to learning activities. learning activities.

Assigning a failing grade to a student who has not Assigning a failing grade to a student who has not met course or grade-level requirements because met course or grade-level requirements because of a disability or difficulty with the language seems of a disability or difficulty with the language seems inherently unfair—especially if the student has inherently unfair—especially if the student has worked hard, turned in assignments on time, and worked hard, turned in assignments on time, and done what the teacher asked. done what the teacher asked.

Assigning a passing grade to a student who has Assigning a passing grade to a student who has not met the performance criteria for the grade level not met the performance criteria for the grade level clearly provides an inaccurate picture of that clearly provides an inaccurate picture of that student's achievement.student's achievement.

Do teachers have to choose between Do teachers have to choose between fairness and accuracy when assigning fairness and accuracy when assigning grades to exceptional students? Can the grades to exceptional students? Can the grades for such students ever be both fair grades for such students ever be both fair andand accurate? accurate?

* Consider the above question. With your * Consider the above question. With your partner…Think, Pair, Share partner…Think, Pair, Share

Effective grading and reporting systems base grades on Effective grading and reporting systems base grades on clearly articulated standards for student learningclearly articulated standards for student learning

The statement above changes the meaning of The statement above changes the meaning of a grade from a single, overall assessment of a grade from a single, overall assessment of learning (How did this student perform in learning (How did this student perform in language arts?) to a description of the language arts?) to a description of the student's performance on an explicit set of student's performance on an explicit set of skills (How well did the student master the skills (How well did the student master the ability to identify the plot, setting, and ability to identify the plot, setting, and characters in reading passages? )characters in reading passages? )

Jung, 2009; Jung & Guskey, 2007Jung, 2009; Jung & Guskey, 2007

High-quality grading and reporting systems distinguish High-quality grading and reporting systems distinguish three types of learning criteria related to standards three types of learning criteria related to standards

(Guskey, 2006)(Guskey, 2006)

1.1. ProductProduct criteria- address what students criteria- address what students know and are able to do at a particular know and are able to do at a particular point in time:point in time:

*relate to students' specific achievements *relate to students' specific achievements or level of proficiency as demonstrated or level of proficiency as demonstrated by final examinations; final reports, by final examinations; final reports, projects, exhibits, or portfolios; or other projects, exhibits, or portfolios; or other overall assessments of learning overall assessments of learning

2. 2. Process criteriaProcess criteria - relate to students' - relate to students' behaviors in reaching their current level of behaviors in reaching their current level of achievement and proficiency achievement and proficiency

*include effort, behavior, class *include effort, behavior, class participation, punctuality in turning in participation, punctuality in turning in assignments, and work habitsassignments, and work habits

*might include evidence from daily work, *might include evidence from daily work, regular classroom quizzes, and homework regular classroom quizzes, and homework

3. 3. ProgressProgress criteria - how much students criteria - how much students improve or gain from their learning improve or gain from their learning experiences experiences

*Focus on how far students have *Focus on how far students have advanced, rather than where they are. advanced, rather than where they are.

**Other names for progress criteria include **Other names for progress criteria include learning gain, value-added learninglearning gain, value-added learning, and , and educational growtheducational growth. .

The most effective grading and reporting The most effective grading and reporting systems establish clear standards based systems establish clear standards based on product, process, and progress criteria, on product, process, and progress criteria, and then report each separately (Guskey, and then report each separately (Guskey, 2006; Stiggins, 2007; Wiggins, 1996). 2006; Stiggins, 2007; Wiggins, 1996).

* Actually make grading easier for teachers * Actually make grading easier for teachers

How??How??1. Require the collection of no additional information and 1. Require the collection of no additional information and

eliminate the impossible task of combining these eliminate the impossible task of combining these diverse types of evidence into a single grade (Bailey & diverse types of evidence into a single grade (Bailey & McTighe, 1996) McTighe, 1996)

2. Parents generally prefer this approach because it gives 2. Parents generally prefer this approach because it gives them more useful information about their children's them more useful information about their children's performance in school (Guskey, 2002)performance in school (Guskey, 2002)

3. Offers parents of English learners specific feedback 3. Offers parents of English learners specific feedback about their child's achievement on grade-level about their child's achievement on grade-level standards as well as essential information on behavior standards as well as essential information on behavior and progress. This is helpful for making intervention and progress. This is helpful for making intervention and placement decisions (Jung & Guskey, 2007).and placement decisions (Jung & Guskey, 2007).

What is an Accommodation?What is an Accommodation?AccommodationAccommodation means that the content of means that the content of the standard remains the same, but the the standard remains the same, but the method for demonstrating mastery of that method for demonstrating mastery of that content may be adjusted. content may be adjusted.

*Ex: to meet science standards, a student *Ex: to meet science standards, a student may require an audiotape of lectures in may require an audiotape of lectures in science class because of difficulty in science class because of difficulty in taking notes. In addition, he or she might taking notes. In addition, he or she might need to take a social studies end-of-unit need to take a social studies end-of-unit assessment orally. assessment orally.

Accommodations…Accommodations…

Although the format for answering questions Although the format for answering questions would be different, the content of the questions would be different, the content of the questions would remain the same, and the student would would remain the same, and the student would be judged, like all other students, on the content be judged, like all other students, on the content of his or her responses.of his or her responses.

**Think about the ELs in your classroom. Can they **Think about the ELs in your classroom. Can they achieve success without special support or achieve success without special support or changes to the standards? changes to the standards?

Myths About Grading Exceptional LearnersMyths About Grading Exceptional Learners

To ensure that the grades assigned to exceptional learners are both To ensure that the grades assigned to exceptional learners are both fair and accurate, we need to dispel these widespread myths:fair and accurate, we need to dispel these widespread myths:

Myth 1: Students with individualized education plans, students with Myth 1: Students with individualized education plans, students with 504 plans, and English language learners cannot legally receive a 504 plans, and English language learners cannot legally receive a failing grade.failing grade.FactFact: Any student, exceptional or otherwise, can legally fail a course. Legal : Any student, exceptional or otherwise, can legally fail a course. Legal provisions stipulate that individualized education plans (IEPs) must give provisions stipulate that individualized education plans (IEPs) must give students with disabilities the students with disabilities the opportunityopportunity to receive passing grades and to receive passing grades and advance in grade level with their peers. If appropriate services and supports advance in grade level with their peers. If appropriate services and supports are in place and the appropriate level of work is assessed, then the same are in place and the appropriate level of work is assessed, then the same range of grades available to all students is applicable to exceptional range of grades available to all students is applicable to exceptional learners.learners.

Myth 2: Higher grades equal higher self-esteem.Myth 2: Higher grades equal higher self-esteem.FactFact: Probably the most dangerous myth is that students' self-esteem : Probably the most dangerous myth is that students' self-esteem increases with higher grades. Most evidence, however, indicates that this is increases with higher grades. Most evidence, however, indicates that this is true only when grades accurately reflect students' achievement. When true only when grades accurately reflect students' achievement. When students receive inflated grades based on material that is not appropriate to students receive inflated grades based on material that is not appropriate to their skill level, they actually their skill level, they actually loselose motivation (Ring & Reetz, 2000). motivation (Ring & Reetz, 2000).

ELs are now mainstreamed into regular ELs are now mainstreamed into regular classrooms.classrooms.

Mainstream teachers are faced with teaching Mainstream teachers are faced with teaching students who speak English as their second students who speak English as their second language along with their native English language along with their native English speaking students. speaking students.

According to NCLB, the teacher is responsible According to NCLB, the teacher is responsible for teaching grade level content to ELs and for for teaching grade level content to ELs and for assessing ELs on content areas. assessing ELs on content areas.

Busy mainstream classroom teachers are often Busy mainstream classroom teachers are often overburdened with many responsibilities that overburdened with many responsibilities that leave them little time to prepare special leave them little time to prepare special accommodations for ELs.accommodations for ELs.

**Despite this, mainstream teachers are **Despite this, mainstream teachers are responsible for preparing ELs to take responsible for preparing ELs to take standardized and teacher-made tests and standardized and teacher-made tests and assessments assessments

Accommodations for Assessing ELsAccommodations for Assessing ELs

Some general accommodations that fit into both Some general accommodations that fit into both instruction and assessmentinstruction and assessment::

allow students who speak the EL's first language to translate allow students who speak the EL's first language to translate especially in project and lab assessmentsespecially in project and lab assessments

allow the use of electronic word-to-word translators and picture allow the use of electronic word-to-word translators and picture dictionaries dictionaries

make use of comprehension supports such as study buddies and make use of comprehension supports such as study buddies and

cooperative groups cooperative groups

Simple Strategies: Prepare Students to Take TestsSimple Strategies: Prepare Students to Take Tests

Don’t worry…there is no need to create a Don’t worry…there is no need to create a special test for your ELs! special test for your ELs!

Go through the test before hand and Go through the test before hand and highlighthighlight important key terms and phrases.important key terms and phrases.

** Literally, use a highlighter, ** Literally, use a highlighter, different fontdifferent font, or , or different different colored fontcolored font to indicate important terms and phrases. to indicate important terms and phrases.

-This will draw the EL's attention to those terms or phrases-This will draw the EL's attention to those terms or phrases

first. first.

-Point out to the EL that they should translate the-Point out to the EL that they should translate the

highlighted terms first as those will give them the keyhighlighted terms first as those will give them the key

concepts of the test/assessment item concepts of the test/assessment item

Read the test directions aloudRead the test directions aloud to the student as to the student as they follow along to assure understanding. they follow along to assure understanding.

Have the students follow with their fingersHave the students follow with their fingers! This ! This way you are ensured they know how to decode way you are ensured they know how to decode the words. Be alert however, since decoding the words. Be alert however, since decoding does not necessarily indicate comprehension of does not necessarily indicate comprehension of meaning. meaning.

Have the student demonstrateHave the student demonstrate what they will be what they will be doing or check the student to see they actually doing or check the student to see they actually understood the meaning of the directionsunderstood the meaning of the directions

Clarify important key wordsClarify important key words or “confusing” or “confusing” directions.directions.

ELs, especially those who are low-level in ELs, especially those who are low-level in reading English, need reading English, need step by step directionsstep by step directions. If . If directions have multiple steps, give them the directions have multiple steps, give them the directions one step at a time, allowing them to directions one step at a time, allowing them to accomplish the first step before telling them the accomplish the first step before telling them the second.second.

HighlightingHighlighting or or pointing outpointing out key wordskey words in written in written directions saves time since the EL may not need directions saves time since the EL may not need to look up every word. to look up every word.

Curtin (2005) found that a step by step approach Curtin (2005) found that a step by step approach was appropriate for ELs. was appropriate for ELs.

Share your class notes or lesson plansShare your class notes or lesson plans with the students, with the students, allowing them to do a functional translation. It will save allowing them to do a functional translation. It will save you instructional time if ELs have had time outside of you instructional time if ELs have had time outside of class to look up the vocabulary they do not understand. class to look up the vocabulary they do not understand. With this strategy With this strategy they come into class already knowingthey come into class already knowing the basic content.the basic content.

Provide students Provide students alternate definitionsalternate definitions of commonly used of commonly used terms that may be confusing. terms that may be confusing. **Use:**Use:

o ““gasoline” instead of  “gas”gasoline” instead of  “gas”o “ “tissue” instead of  “Kleenex” tissue” instead of  “Kleenex” o ““rotate” instead of “turn” rotate” instead of “turn” o “ “way to think” or “perspective” instead of “view.”way to think” or “perspective” instead of “view.”

Explain test taking vocabularyExplain test taking vocabulary. ELs may . ELs may not know the test-taking meaning of terms not know the test-taking meaning of terms such as: explain, name, why?, how?, role such as: explain, name, why?, how?, role of, discuss, think about, compare and of, discuss, think about, compare and contrast, define, describe, briefly, or contrast, define, describe, briefly, or except. except.

Give them examplesGive them examples from other students from other students from previous tests or from last year's from previous tests or from last year's tests. tests.

Simple Strategies: Accommodate Students Taking Simple Strategies: Accommodate Students Taking TestsTests

Give the EL Give the EL more time to complete the testmore time to complete the test. *This is the . *This is the easiest of all accommodations. easiest of all accommodations.

Allow EL to use Allow EL to use electronic word-to-word translatorselectronic word-to-word translators during tests. during tests. 

Allow students to Allow students to use picture dictionariesuse picture dictionaries for a for a vocabulary check. Picture dictionaries have pictures vocabulary check. Picture dictionaries have pictures illustrating nouns and verbs. The EL can look for the illustrating nouns and verbs. The EL can look for the picture that corresponds to the thing or action they need picture that corresponds to the thing or action they need a word for and then look at the corresponding numbered a word for and then look at the corresponding numbered terms at the bottom of the page. There are bilingual terms at the bottom of the page. There are bilingual picture dictionaries, content area picture dictionaries, picture dictionaries, content area picture dictionaries, and picture dictionaries for elementary school students. and picture dictionaries for elementary school students. These are a great tool for both the EL and the teacher.These are a great tool for both the EL and the teacher.

Have the EL Have the EL answer fewer answer fewer testtest questions questions. . *Depending on the level of proficiency of *Depending on the level of proficiency of the EL, have them answer two thirds, one the EL, have them answer two thirds, one half, or one third of the questions.half, or one third of the questions.

Read Read thethe questions aloud questions aloud to the student if to the student if they need clarification. This is the same they need clarification. This is the same concept as reading the directions aloud concept as reading the directions aloud with the student following along and then with the student following along and then doing a sample to demonstrate that they doing a sample to demonstrate that they understand the meaning. understand the meaning.

Check periodicallyCheck periodically as the student takes the test as the student takes the test to see if he/she is taking the test correctly. to see if he/she is taking the test correctly.

**ELs often come from cultures where the teacher **ELs often come from cultures where the teacher is viewed as the authority in knowledge and is viewed as the authority in knowledge and pedagogy. *To question a teacher is to indicate pedagogy. *To question a teacher is to indicate that a teacher's directions are unclear and that that a teacher's directions are unclear and that the teacher is not doing a good job of teaching. the teacher is not doing a good job of teaching.

*Students are expected to not ask questions and *Students are expected to not ask questions and to say they understand directions even when to say they understand directions even when they do not. they do not. Check frequentlyCheck frequently to see if the EL to see if the EL did indeed understand the test procedure, did indeed understand the test procedure, vocabulary, and directions. vocabulary, and directions.

Provide “cognates”Provide “cognates”Provide Provide “cognates”“cognates” for important key terms when for important key terms when applicable. When the EL's first language uses the applicable. When the EL's first language uses the Roman alphabet, it is often possible to increase their Roman alphabet, it is often possible to increase their comprehension of written material, including comprehension of written material, including assessments, by using cognates. assessments, by using cognates. CognatesCognates are words that “look” more or less the same in are words that “look” more or less the same in the EL's first language and English and have the same the EL's first language and English and have the same meaning. meaning.

Examples of cognates for Spanish are:Examples of cognates for Spanish are: “ “talk” use “conversation” (Sp: conversacion)talk” use “conversation” (Sp: conversacion) “ “test” use “exam” (Sp: examen)test” use “exam” (Sp: examen) “ “above average” use “superior” (Sp: superior)above average” use “superior” (Sp: superior) ““purpose” use “objective” (Sp: objectivo)purpose” use “objective” (Sp: objectivo) ““happen” use “occur” (Sp: ocurrir),happen” use “occur” (Sp: ocurrir), “ “directions” use “instructions” (Sp: instrucciones) directions” use “instructions” (Sp: instrucciones)

Simple Strategies: Simple Strategies: Accommodate Using Existing TestsAccommodate Using Existing Tests

Multiple choiceMultiple choice:: eliminate one or more of the eliminate one or more of the choices choices Discussion and essayDiscussion and essay: have ELs label terms, : have ELs label terms, draw and label diagrams and pictures draw and label diagrams and pictures MatchingMatching: reduce the number of matches : reduce the number of matches required, give an equal number of possibilities in required, give an equal number of possibilities in each column, and eliminate “trick” language each column, and eliminate “trick” language matches matches Short-answerShort-answer:: accept one-word answers and accept one-word answers and phrases in place of complete sentences phrases in place of complete sentences True/FalseTrue/False:: eliminate or clarify “tricky” language, eliminate or clarify “tricky” language, reduce the number of questions reduce the number of questions

Fill in the blankFill in the blank:: provide two or three options provide two or three options (make the answer multiple choice)(make the answer multiple choice)

Accommodate in Grading AssessmentsAccommodate in Grading Assessments Grade only those items completed by the EL Grade only those items completed by the EL

Grade only half the number of items that would Grade only half the number of items that would be completed by the mainstream students be completed by the mainstream students

Accept a picture or a description rather than a Accept a picture or a description rather than a specific word as an answer for fill-in the blank specific word as an answer for fill-in the blank

Count and grade the process rather than only Count and grade the process rather than only the product (especially in math, science, and the product (especially in math, science, and language arts projects) language arts projects)

Grade homework and include it as part of the Grade homework and include it as part of the final assessment grade final assessment grade

Grade labs and include them in determining an Grade labs and include them in determining an assessment (science, foreign languages) assessment (science, foreign languages)

Incorporate Other Forms of AssessmentIncorporate Other Forms of Assessment Alternative assessmentsAlternative assessments offer the offer the mainstream and ESL teacher a better mainstream and ESL teacher a better insight into the EL's comprehension and insight into the EL's comprehension and language skill development than testing language skill development than testing alone. alone.

Two such accommodations are:Two such accommodations are:

1.1. Adjust the “weighting” of curricular components Adjust the “weighting” of curricular components (tests, homework, and class work) to reflect (tests, homework, and class work) to reflect student achievement. student achievement.

2.2. Give vocabulary tests on the course content in Give vocabulary tests on the course content in place of textbook generated testsplace of textbook generated tests

Additional Suggestions for Additional Suggestions for Alternative AssessmentsAlternative Assessments Incorporate Incorporate dialogue journalsdialogue journals, especially in English language arts and social , especially in English language arts and social studies and for the incorporation of reading and writing language objectives. studies and for the incorporation of reading and writing language objectives. *Dialogue journals are a low-stress, high-interest tool for assessment. Long-*Dialogue journals are a low-stress, high-interest tool for assessment. Long-term progress is easily assessed since dialogue journals are a permanent and term progress is easily assessed since dialogue journals are a permanent and ongoing record of language skills.ongoing record of language skills.

Incorporate Incorporate project assessmentsproject assessments, especially in science, math, and social , especially in science, math, and social studies, although project assessment and be adapted to all subject areas. studies, although project assessment and be adapted to all subject areas. *Project assessments can easily incorporate the four language domains of *Project assessments can easily incorporate the four language domains of reading, writing, listening and speaking.reading, writing, listening and speaking.

Incorporate Incorporate oral presentations and demonstrationsoral presentations and demonstrations that offer an alternative for that offer an alternative for students who are at a higher level in the speaking domain but at a lower level in students who are at a higher level in the speaking domain but at a lower level in reading and writing domains.reading and writing domains.

Incorporate Incorporate portfolio assessmentsportfolio assessments that will be a source of data for a continuous that will be a source of data for a continuous evaluation of progress (Gonzalez, Yawkey and Minaya-Rowe, 2005).evaluation of progress (Gonzalez, Yawkey and Minaya-Rowe, 2005).

Incorporate Incorporate Authentic AssessmentsAuthentic Assessments (real world challenges) that relate to the life (real world challenges) that relate to the life of the students such as of the students such as letter or journal writingletter or journal writing, completing or demonstrating a , completing or demonstrating a task from the world outside the classroom (such as an task from the world outside the classroom (such as an art artifact or report art artifact or report based on researching a topicbased on researching a topic), or reading or writing an online friendship page ), or reading or writing an online friendship page (Haley, Marjorie, and Austin, Theresa, 2004; Diaz-Rico, 2008; O'Malley and (Haley, Marjorie, and Austin, Theresa, 2004; Diaz-Rico, 2008; O'Malley and Pierce, 2004).   Pierce, 2004).   

““Learn a new language and get a new soul.”Learn a new language and get a new soul.”   ~Czech Proverb~Czech Proverb

““Language is the means of getting an idea from Language is the means of getting an idea from my brain into yours without surgery.”my brain into yours without surgery.”  ~  ~Mark AmidonMark Amidon

““We should have a great fewer disputes in the We should have a great fewer disputes in the world if words were taken for what they are, the world if words were taken for what they are, the signs of our ideas only, and not for things signs of our ideas only, and not for things themselves.” themselves.”  ~ ~John LockeJohn Locke