Week 6 – Discussion 1[shortposting]
Mrs. Marcus had implemented the latest idea in educational assessment. She had studied and prepared for the introduction of portfolio assessment into her seventh grade classroom. The students, including her English Language Learner students (ELLs), were excited about collecting their work in their very own portfolios. Mrs. Marcus explained to her students that their portfolios would be evaluated and shared with parents during conferences. After a few weeks of working on important assignments, students were allowed to organize their portfolios and enter their work. Mrs. Marcus informed the students of her specific academic expectations on each assignment. Unfortunately, she encountered some difficulties when evaluating the students’ portfolios. She observed that her grading guidelines did not accommodate her ELL students. The second language learners were not meeting her expectations in the area of grammar and punctuation on the assignments. Mrs. Marcus realized that she had not taken into consideration the varied language acquisition stages of the ELL students.
- Should Mrs. Marcus return to her conventional assessment methods?
- How can portfolios meet the needs of all students?
- Is it possible to set academic assessment expectations for ELL students who have not yet acquired their new language?
- What formative assessments can Mrs. Marcus use to make sure her students were making progress toward the summative assessment?
Guided Response: Review your classmates’ posts and respond to at least three. Using the information posted by your classmates, how can the formative assessments suggested involve parents (apart from gaining a signature)? Also, specific to the formative assessments listed, what can Mrs. Marcus do if the students are not adequately progressing?
Week 6 – Discussion 2
Summative Assessment and Adults
“Teaching should be full of ideas instead of stuffed with facts.”
Adult English language learners attend English as a second language (ESL) or Adult Basic Education (ABE) classes to improve their oral and written skills in English and to achieve goals similar to those of native English speakers who are looking to find job placement or advancement, stronger communication skills, or simply further their education.
Consider that you are teaching a classroom of 10 ESL adults who have varying levels of language proficiency but all at a very remedial level. Although their intent for attending your classes varies, your goal at the conclusion of your 12-week class is for them to “Express themselves orally in English for a variety of purposes.”
With the following benchmarks:
- S1.3a (NRS high beginning level): “Produce simple statements, providing more detail without necessarily more complexity (e.g. a daily routine, a simple instruction, preferences, and opinions).”
- S1.6a (NRS advanced level): “Express themselves on unfamiliar topics and/or in problematic situations (e.g. giving information at the scene of an accident, talking to your child’s teacher).”
(Massachusetts Adult Basic Framework, 2005)
Create a document that will be saved and attached in the discussion board as a .pdf file (since that is universally accepted file of all operating systems).
Create a summative assessment to determine if your final goal was met using one of the techniques learned in this week’s class. You are encouraged to use the web pages listed in the “recommended reading” section to guide your work. Your assessment must include:
- What type of summative assessment you are choosing to use and why
- Directions you would give to the students in order to complete the assessment in ‘student friendly’ language
- A detailed rubric in student friendly language that will measure their mastery
- A short reflection on how you will use this information to guide future instruction with the same students in a more advanced class
Guided Response: Review your classmates posts and reply to at least three. Identify the strength of the summative assessment, and areas where you see improvements can be made. Include comments relating to the rubric, evaluation method, cultural biases, and additional suggestion for future classes.
Week 6 – Final Paper
Assessing ELL students
Part 1: Interview – Set up an in-person or telephone interview with the ELL director or chairperson in your local school district. The interview should include answers to the following interview questions. You may also ask more questions for more clarity. Write down the answers to the questions as you will need them for part two of this assignment.
Remember, the more comprehensive your interview, the better understanding you’ll have of a ‘real-world’ view of assessments:
- The district’s demographics (who is the population they are serving- ages, grades, country of origin?)
- What are the current research-based and other types of assessments being used to determine language proficiency levels, how were those assessments chosen, and how long has the district been using that method of assessment?
- What goals does the district have specific to language proficiency and Adequate Yearly Progress (AYP) scores and how are they progressing?
- What challenges are associated with this method and what additional challenges can be predicted for 5 years out? 10 years out?
- How does the research address the challenges mentioned during your interview?
- What academic successes have been documented using this assessment process?
- How does the school use the assessment scores to guide instruction, and how often are ELL reassessed?
Part 2: Analysis & Research – Once the interview has been completed, analyze the information you gathered during the interview though a web-based search and Ashford’s online library. Specifically, find out and write down whether current research (2009 or later) supports the assessment being used by the district? Using the information about how the district uses the assessment scores to guide instruction, determine if this aligns with what the current research determines as best practices for instruction ELL.
Part 3: Synthesis – Finally, using the knowledge gained during your independent research, formulate alternative assessment strategies including results based instruction to address the district’s challenges mentioned during the interview. Your recommendation must include how your proposal will assist the district in meeting state and district ELL goals for language proficiency.
Most colleges and universities have programs designed for ESL students. For example, Oakland University permits admission to students who are academically qualified but do not meet the English language proficiency requirements, with enrollment conditional on successfully completing an intensive English program as outlined in Oakland Universities English Proficiency Policy.
Part 1: Interview – Identify at least three colleges in your hometown or state. Either interview the ESL directors or review the schools online to address how students who are academically qualified but who do not meet English standards are assessed for oral and written language proficiency along with any requirements that are conditional for college/university admission.
Part 2: Analysis & Research – Compare, contrast, and analyze your findings from the three colleges/universities including ESL and international student demographics, language proficiency assessment used, how enrollment qualifications are determined based on student scores, and additional resources offered to ESL and international students.
Then, conduct your own web-based search using your choice of search engines and Ashford’s online library. Which approach to assessment and subsequent instruction, according to research, most accurately assesses and teaches language proficiency at the post-high school level? Further, how do the assessment choices align with adult ESL standards?
Part 3: Synthesis – Finally, using the knowledge gained during your independent research, suggest additional assessment and teaching strategies for post-high school ESL and international students. Your recommendation must include how your proposal will assist the schools in meeting state ESL standards for language proficiency.
For each option, you must cite at least six scholarly resources in proper APA formatting.
Writing the Final Paper
The Final Paper:
- Must be seven to ten double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center.
- Must include a title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must include an introduction stating the purpose and thesis of the paper
- Must address the topic of the paper with critical thought.
- Must include the outcomes of the interview and research you conducted
- Must end with a conclusion that reaffirms your thesis.
- Must use at least six scholarly sources in addition to the course text(s). All sources must be used in citations and be included in the references page
- Must document all sources in APA style, as outlined in the Ashford Writing Center.
- Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.