Comprehensive Assessment System

1. Comprehensive Assessment System Webinar #7 January 11, 2012

2. Session Topic: Cultural & Linguistic Demands of Assessment

3. 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

4. Factors that Affect ELLs • Country of origin • Educational experiences in L1 • Linguistic backgrounds • Development of first language • Circumstances of second language development

5. Stages of 2nd Language Development

6. Stages of 2nd Language Development Reading Speaking Listening Writing 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5

7. 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

8. 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.

9. Developing Local Assessments • Universal Design/Plain Language • Cultural/socio-economic lens

11. WIDA Can-Do Descriptors • http://www.wida.us/ • 4 domains: • Reading • Writing • Speaking • listening • Organized by grade level and language proficiency level

13. 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

14. Questions?

15. Resources for Consideration of Commercial Assessments • Review technical manual • http://rti4success.org/screeningTools • www.cal.org

16. The WIDA standards and assessment framework Research on second language development CAN-DO Descriptors Performance Definitions ELPS Formative Instruction Summative ELP Assessments Assessment Data

17. ELP Assessments

18. Interpreting Data • Question your first assumptions • Use multiple measures • Use the knowledge you have about that student • Consider linguistic demands (do you still have construct validity?)

19. Imagine if… Two 5th grade ELLs at a WIDA level 2.5 score in the most at risk range on a math screen. What additional questions would you want to ask about these 2 students?

20. 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 instruction the general education classroom additional intervention if any

21. Multiple Measures/Triangulation • 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

22. 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

23. Questions?

24. Upcoming Webinars February 8th 9:30-10:30 Interpreting NECAP Data