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Chapter Eight English Language Arts English Language Development Framework Adopted by the California State Board of Education July 2014 Published by the California Department of Education Sacramento CA
Page Chapter at a Glance 822 Purposes of Assessment 825 Assessment Cycles 829 Short Cycle Formative Assessment 835 Medium Cycle Assessment 835 End of Unit Assessments 836 Interim or Benchmark Assessments 838 Assessing ELD Using Medium Cycle Evidence 839 Long Cycle Assessment 841 Ensuring Accessibility for ELs on Long Cycle Assessments 842 Additional Methods of Medium and Long Cycle Assessment 842 Rubrics 844 Portfolios 845 846 Student Involvement Feedback 847 Teacher Feedback 848 Peer Feedback 849 Self Assessment 850 Assessment of ELD Progress 851 Assessing ELD Progress in Writing 856 Assessing ELD Progress in Oral Language 858 Assessment for Intervention 859 Universal Screening Medium Cycle 859 Diagnostic Assessment Medium Cycle 860 Progress Monitoring Short or Medium Cycle 861 Mandated California Assessments 864 Computer Adaptive Tests 864 Performance Tasks 865 Assessments for Students with Significant Cognitive Disabilities 865 Biliteracy Assessment 866 English Language Proficiency Assessment 867 Technical Quality of Assessments 868 Elements of Technical Quality Assessment Chapter 8 Assessment C h a p ter 8 8 19
Page Chapter at a Glance cont 868 Validity 868 Reliability 869 Freedom from Bias 870 Technical Quality and Formative Assessment 872 Conclusion 873 Works Cited S tudent achievement of the CA CCSS for ELA Literacy and the CA ELD Standards depends on educators skilled use of assessment information With the institution of these standards the landscape of assessment and accountability in California is experiencing a dramatic shift Not only do the standards present new goals for California educators as depicted in the outer ring of figure 8 1 but the implementation of the California Assessment of Student Performance and Progress CAASPP system represents a major shift in the intent of statewide assessment It is the intent of the Legislature to provide a system of assessments of pupils that has the primary purposes of assisting teachers administrators and pupils and their parents improving teaching and learning and promoting high quality teaching and learning using a variety of assessment approaches and types Education Code 60602 5 a This shift is consonant with major emphases in California s standards for college and career readiness a renewed focus on purposeful and deeper learning for students and their teachers strong collaboration and partnerships at all levels of education and a culture of continuous growth based on reflective practice Figure 8 1 Circles of Implementation of ELA Literacy and ELD Instruction 820 Chapter 8 Assessment
T h i s c h a p ter d esc r i b es th e sc o p e o f a ssessment a nd i ts sk i l l ed u se to su p p o r t stu d ent a c h i ev ement o f th e C A C C S S f o r E L A L i ter a c y a nd th e C A E L D S ta nd a r d s a nd u l ti ma tel y th e o v er a r c h i ng g o a l s o f E L A l i ter a c y a nd E L D i nstr u c ti o n stu d ents d ev el o p th e r ea d i ness f o r c o l l eg e c a r eer s a nd c i v i c l i f e a tta i n th e c a p a c i ti es o f l i ter a te i nd i v i d u a l s b ec o me b r o a d l y l i ter a te a nd a c q u i r e th e sk i l l s nec essa r y f o r l i v i ng a nd l ea r ni ng i n th e 2 1 st c entu r y S ee o u ter r i ng o f figure 8 1 Both sets of standards as discussed throughout Both sets of standards th i s ELA ELD Framework constitute shifts that have significant as discussed throughout i mp l i c a ti o ns f o r a ssessment this ELA ELD Framework F r o m th e o u tset th e c o h er ent str u c tu r e o f th e C A C C S S f o r E L A L i ter a c y a nd C A E L D S ta nd a r d s f r o m k i nd er g a r ten th r o u g h constitute shifts that have g r a d e tw el v e l end s i tsel f to ef f ec ti v e a ssessment p r a c ti c es significant implications for M a p p i ng th e C A C C S S f o r E L A L i ter a c y w i th i n ea c h str a nd assessment R ea d i ng W r i ti ng S p ea k i ng a nd L i steni ng 1 a nd L a ng u a g e b a c k w a r d s f r o m th e C o l l eg e a nd C a r eer R ea d i ness C C R Anc h o r S ta nd a r d s ma k es c l ea r w h a t stu d ents a r e to k no w a nd b e a b l e to d o a t ea c h g r a d e a nd a l so d emo nstr a tes th e r el a ti v el y sma l l nu mb er o f b r o a d c o mp etenc i es to a ssess a s stu d ents mo v e f r o m no v i c e to ex p er t S i mi l a r l y th e o r g a ni z a ti o n o f th e th r ee p a r ts o f th e C A E L D S ta nd a r d s I nter a c ti ng i n M ea ni ng f u l W a y s L ea r ni ng Ab o u t H o w E ng l i sh W o r k s U si ng F o u nd a ti o na l L i ter a c y S k i l l s h el p s tea c h er s ma k e i mp o r ta nt i nstr u c ti o n a nd a ssessment d ec i si o ns f o r E L s b y g r a d e l ev el and E ng l i sh language proficiency level M ea ni ng f u l l y b o th sets o f sta nd a r d s enc o mp a ss th e f u l l sp ec tr u m o f l a ng u a g e a nd l i ter a c y c o mp etenc i es f r o m k i nd er g a r ten th r o u g h g r a d e tw el v e th er eb y p r o v i d i ng ma ny o p p o r tu ni ti es f o r stu d ents to a p p l y a nd tr a nsf er sk i l l s f r o m th e ea r l i est g r a d es T h e sta nd a r d s enc o u r a g e ed u c a to r s to th i nk b r o a d l y a nd p l a n i nstr u c ti o n c o mp r eh ensi v el y E a c h sta nd a r d need no t b e a sep a r a te f o c u s f o r i nstr u c ti o n a nd a ssessment O f ten sev er a l sta nd a r d s c a n b e a d d r essed b y a si ng l e r i c h ta sk so th a t stu d ents c a n d ev el o p mu tu a l l y r ei nf o r c i ng sk i l l s a nd ex h i b i t ma ster y a c r o ss a r a ng e o f tex ts and tasks CDE 2013a 4 5 I mp o r ta ntl y th e sta nd a r d s r ec o mmend th a t Importantly the standards l a ng u a g e a nd l i ter a c y l ea r ni ng b e c o nnec ted w i th recommend that language and th e a c a d emi c d i sc i p l i nes f r o m th e ea r l i est g r a d es literacy learning be connected with o nw a r d Assessment th en sh o u l d ena b l e ed u c a to r s the academic disciplines from the to d eter mi ne a stu d ent s tr a j ec to r y i n d ev el o p i ng proficiency in language and literacy within and across earliest grades onward Assessment th e y ea r s a nd th e d i sc i p l i nes then should enable educators to T h e c h a p ter b eg i ns w i th a n ex p l a na ti o n o f th e determine a student s trajectory in d i f f er ent p u r p o ses o f a ssessment b o th for a nd of developing proficiency in language l ea r ni ng C y c l es o f a ssessment sh o r t med i u m a nd and literacy within and across the l o ng a r e th en d i sc u ssed i nc l u d i ng th e ty p es a nd years and the disciplines p u r p o ses o f a ssessment w i th i n ea c h ti me f r a me a nd th e d ec i si o ns th a t ea c h a ssessment ty p e c a n i nf o r m S na p sh o ts o f tea c h er u se o f a ssessment a r e i nc l u d ed th r o u g h o u t th e d i sc u ssi o n o f a ssessment c y c l es T h e r o l e o f stu d ent i nv o l v ement a nd f eed b a c k i n a ssessment i s h i g h l i g h ted f o l l o w ed b y g u i d a nc e f o r a ssessment o f E L D p r o g r ess a nd d esc r i p ti o ns o f a ssessment f o r i nter v enti o n I n a d d i ti o n th e c h a p ter 1 As no ted th r o u g h o u t th i s f r a mew o r k sp ea k i ng a nd l i steni ng sh o u l d b e b r o a d l y i nter p r eted S p ea k i ng a nd l i steni ng sh o u l d i nc l u d e d ea f a nd h a r d o f h ea r i ng stu d ents u si ng Amer i c a n S i g n L a ng u a g e AS L a s th ey p r i ma r y l a ng u a g e S tu d ents w h o a r e deaf and hard of hearing who do not use ASL as their primary language but use amplification residual hearing listening and sp o k en l a ng u a g e c u ed sp eec h a nd si g n su p p o r ted sp eec h a c c ess th e g ener a l ed u c a ti o n c u r r i c u l u m w i th v a r y i ng mo d es o f c o mmu ni c a ti o n Assessment C h a p ter 8 8 21
p r esents a b r i ef o v er v i ew o f ma nd a ted sta tew i d e a ssessments a nd c o nc l u d es w i th a c o nsi d er a ti o n o f th e tec h ni c a l q u a l i ty o f a ssessments to ensu r e th a t a ssessments y i el d a c c u r a te i nf o r ma ti o n f o r th ei r i ntend ed p u r p o ses T h i s c h a p ter c a n b e u sed i n sev er a l w a y s As a so u r c e o f p r o f essi o na l l ea r ni ng f o r tea c h er s a nd sc h o o l a nd d i str i c t l ea d er s th e c h a p ter p l a y s a c r i ti c a l r o l e i n str eng th eni ng ed u c a to r s a ssessment l i ter a c y th ei r k no w l ed g e a nd u nd er sta nd i ng o f a ssessment p r a c ti c es a nd a p p r o p r i a te u ses o f a ssessment ev i d enc e to sh a p e p o w er f u l i nstr u c ti o n T h e c h a p ter p r o v i d es tea c h er s a nd l ea d er s a str u c tu r e f o r ex a mi ni ng th e ty p es o f a ssessment p r a c ti c es a nd so u r c es o f a ssessment ev i d enc e c u r r entl y i n u se i n sc h o o l s a nd f o r p r o p o si ng need ed a d d i ti o ns a nd a d j u stments T h i s c h a p ter f ea tu r es f o r ma ti v e a ssessment a s a p r o c ess a nd r ec o mmend s th a t i t b e th e f o c u s o f i n d ep th p r o f essi o na l l ea r ni ng a nd su p p o r t i nc l u d i ng d i a l o g u e w i th p eer s c l a ssr o o m p r a c ti c e o f new a p p r o a c h es a nd c o a c h i ng Purposes of Assessment Assessments a r e d esi g ned a nd u sed f o r d i f f er ent p u r p o ses F o r ex a mp l e a n a nnu a l a ssessment designed to assess how well students have met a specific standard e g CA CCSS for ELA Literacy R I 4 8 Explain how an author uses reasons and evidence to support particular points in a text d o es just that It indicates whether students have met a specific standard However this assessment does not diagnose a particular reading difficulty a fourth grade student is experiencing in achieving the sta nd a r d N o r d o es i t p r o v i d e su b sta nti v e i nsi g h ts i nto h o w a stu d ent i s b eg i nni ng to u nd er sta nd w h a t constitutes evidence in a specific text In the use of any a ssessment a c entr a l q u esti o n i s I s th i s a ssessment b ei ng Assessment has two u sed f o r th e p u r p o se f o r w h i c h i t i s i ntend ed fundamental purposes One is Assessment h a s tw o f u nd a menta l p u r p o ses O ne i s to provide information about to p r o v i d e i nf o r ma ti o n a b o u t stu d ent l ea r ni ng mi nu te b y student learning minutemi nu te d a y to d a y a nd w eek to w eek so th a t tea c h er s by minute day to day and continuously adapt instruction to meet students specific need s a nd sec u r e p r o g r ess T h i s ty p e o f a ssessment i s week to week so that teachers i ntend ed to a ssi st l ea r ni ng a nd i s o f ten r ef er r ed to a s continuously adapt instruction f o r ma ti v e a ssessment o r a ssessment for l ea r ni ng F o r ma ti v e to meet students specific needs a ssessment o c c u r s i n r ea l ti me d u r i ng i nstr u c ti o n w h i l e and secure progress stu d ent l ea r ni ng i s u nd er w a y Al l a l 2 0 1 0 B l a c k a nd W i l i a m 1 9 9 8 B el l a nd C o w i e 2 0 0 0 H er i ta g e 2 0 1 0 S h ep a r d 2 0 0 0 2 0 0 5 b F o r ex a mp l e a th i r d g r a d e tea c h er w o r k i ng w i th sma l l g r o u p s o f stu d ents o n d i sti ng u i sh i ng th ei r p o i nt o f v i ew f r o m a p a r ti c u l a r a u th o r s v i ew p o i nt g a i ns i nsi g h ts i nto stu d ents d ev el o p i ng sk i l l s th r o u g h th e u se o f str a teg i c q u esti o ns a nd u ses stu d ents r esp o nses to a d j u st i nstr u c ti o n Although discussed further in the next section formative assessment is briefly defined in figure 8 2 8 22 C h a p ter 8 Assessment
Figure 8 2 What is Formative Assessment What is formative assessment Formative assessment is a process teachers and students use during instruction that provides feedback to adjust ongoing teaching moves and learning tactics It is not a tool or an event nor a bank of test items or performance tasks Well supported by research evidence it improves students learning in time to achieve intended instructional outcomes Key features include 1 Clear lesson learning goals and success criteria so students understand what they are aiming for 2 Evidence of learning gathered during lessons to determine where students are relative to goals 3 A pedagogical response to evidence including descriptive feedback that supports learning by helping students answer Where am I going Where am I now What are my next steps 4 Peer and self assessment to strengthen students learning efficacy confidence and autonomy 5 A collaborative classroom culture where students and teachers are partners in learning Source Linquanti Robert 2014 Supporting Formative Assessment for Deeper Learning A Primer for Policymakers Paper prepared for the Formative Assessment for Students and Teachers State Collaborative on Assessment and Student Standards 2 Washington DC Council of Chief State School Officers A second purpose of assessment is to provide information on students current levels of achievement after a period of learning has occurred Such assessments which may be classroombased districtwide or statewide serve a summative purpose and are sometimes referred to as assessments of learning They help determine whether students have attained a certain level of competency after a more or less extended period of instruction and learning such as the end of a unit which may last several weeks the end of a quarter or annually National Research Council NRC 2001 A second purpose of assessment Inferences made by teachers from the results of these is to provide information on assessments are used to make decisions about student placement instruction curricula interventions and to students current levels of assign grades For example the current state assessment achievement after a period of of English language proficiency the California English learning has occurred Such Language Development Test CELDT measures an EL s assessments which may be annual progress in attaining proficiency School districts classroom based districtwide or use the results of the annual assessment to make decisions statewide serve a summative about the ongoing instructional placement or possible reclassification of ELs The English Language Proficiency purpose and are sometimes Assessments for California ELPAC are scheduled replace referred to as assessments of the CELDT in 2017 or 2018 See the section on English learning language proficiency assessments in this chapter As part of a balanced and comprehensive assessment system assessment for learning and assessment of learning are both important While assessment s of learning usually involve a tool or event after a period of learning assessment for learning is a process Evidence gathering strategies that are truly formative yield information that is timely and speci ic enough to assist learning as it occurs Figure 8 3 presents the key dimensions of assessment for and of learning and highlights their differences Assessment Chapter 8 823
Figure 8 3 Key Dimensions of Assessment for Learning and Assessment of Learning Assessment A Process of R easoning from Ev idence to I nform T eaching and L earning Dimension Assessment for learning Assessment of learning M ethod F ormativ e Assessment Process Classroom Summativ e I nterim Benchmark Assessment L arg e Scale Summativ e Assessment M ain Purpose Assi st i mmed i a te l ea r ni ng i n th e mo ment M ea su r e stu d ent a c h i ev ement o r p r o g r ess ma y a l so i nf o r m f u tu r e tea c h i ng a nd l ea r ni ng E v a l u a te ed u c a ti o na l p r o g r a ms a nd mea su r e mu l ti y ea r p r o g r ess F ocus T ea c h i ng a nd l ea r ni ng M ea su r ement Ac c o u nta b i l i ty L ocus I nd i v i d u a l stu d ent a nd c l a ssr o o m l ea r ni ng G r a d e l ev el d ep a r tment sc h o o l S c h o o l d i str i c t sta te Priority for I nstruction H ig h M ed i u m L o w Prox imity to L earning I n th e mi d st M i d d l e d i sta nc e D i sta nt T iming During i mmed i a te i nstr u c ti o n o r seq u enc e o f l esso ns After tea c h i ng l ea r ni ng c y c l e between u ni ts p er i o d i c End o f y ea r c o u r se Participants T ea c h er a nd S tu d ent T S S S S el f S tu d ent ma y l a ter i nc l u d e T S i n c o nf er enc e S tu d ent Assessment o f l ea r ni ng ma y a l so b e u sed f o r f o r ma ti v e p f u tu r e i nstr u c ti o n S u c h a ssessments i nc l u d e w eek l y q u i z z o r a l p r esenta ti o ns w r i ti ng p r o j ec ts p o r tf o l i o s o r end o f u r ea d i ng a ssessments e g o r a l r ea d i ng o b ser v a ti o n p er i o reflections self assessments e g rubric self rating u r p o ses if a ssessment ev i d enc e i s u sed to sh a p e es c u r r i c u l u m emb ed d ed w i th i n u ni t ta sk s e g ni t c u l mi na ti ng ta sk s mo nth l y w r i ti ng sa mp l es d i c f o u nd a ti o na l sk i l l s a ssessments a nd stu d ent Source Ad a p ted f r o m L i nq u a nti R o b er t 2 0 1 4 Supporting Formative Assessment for Deeper Learning A Primer for Policymakers P a p er p r ep a r ed f o r th e F o r ma ti v e Assessment f o r S tu d ents a nd T ea c h er s S ta te C o l l a b o r a ti v e o n Assessment a nd S tu d ent Standards 2 Washington DC Council of Chief State School Officers 8 24 C h a p ter 8 Assessment
As figure 8 3 illustrates assessment for learning comprising key practices of the formative a ssessment p r o c ess o c c u r s d u r i ng i nstr u c ti o n o r w h i l e l ea r ni ng i s h a p p eni ng a nd a d d r esses stu d ents i mmed i a te l ea r ni ng need s I nter tw i ned a nd i nsep a r a b l e f r o m tea c h er s p ed a g o g i c a l p r a c ti c e f o r ma ti v e a ssessment i s a h i g h p r i o r i ty I t i s esp ec i a l l y i mp o r ta nt a s tea c h er s a ssess a nd g u i d e th ei r stu d ents to d ev el o p a nd a p p l y a b r o a d r a ng e o f l a ng u a g e a nd l i ter a c y sk i l l s T h e sp ec i a l no te in figure 8 3 indicates that some assessments of learning can be used for formative purposes In o th er w o r d s th ey c a n b e u sed to i nf o r m f u tu r e tea c h i ng a nd l ea r ni ng a nd no t si mp l y to r ep o r t o n a c h i ev ement o r Intertwined and inseparable p r o g r ess T h i s i s o nl y th e c a se if th e ev i d enc e g a th er i ng from teachers pedagogical to o l a d d r esses both th e f o c u s o f i nstr u c ti o n o f th e p r ev i o u s practice formative assessment u ni t and i mmed i a te f u tu r e l ea r ni ng g o a l s is a high priority It is especially S c h o o l l ea d er s a nd p r o f essi o na l l ea r ni ng p r o v i d er s important as teachers assess c o nsi d er th e su p p o r t th a t ed u c a to r s r eq u i r e to u nd er sta nd a nd i mp l ement th e f o r ma ti v e a ssessment p r o c ess f u l l y and guide their students to a s w el l a s to u se i nter i m b enc h ma r k a nd su mma ti v e develop and apply a broad a ssessments ef f ec ti v el y I mp o r ta ntl y ed u c a to r s c l a ssr o o m range of language and literacy tea c h er s sp ec i a l i sts a d mi ni str a to r s a nd o th er s i nter p r et skills a ssessment ev i d enc e i n o r d er to p l a n i nstr u c ti o n a nd r esp o nd p ed a g o g i c a l l y to emer g i ng stu d ent l ea r ni ng C o l l a b o r a ti v e p r o f essi o na l env i r o nments su c h a s c o mmu ni ti es o f p r a c ti c e a r e th e nex u s o f l ea r ni ng a nd th e w o r k tea c h er s d o r el a ti v e to a ssessment ev i d enc e i s p a r t o f a n o ng o i ng c y c l e o f i nq u i r y S ee c h a p ter 1 1 i n th i s ELA ELD Framework T o o p ti mi z e i nstr u c ti o na l d ec i si o n ma k i ng r el a ti v e to th e C A C C S S f o r E L A L i ter a c y a nd th e C A E L D S ta nd a r d s tea c h er s a nd l ea d er s ma k e f u l l u se o f a ssessment f o r b o th f o r ma ti v e a nd su mma ti v e p u r p o ses Assessment Cycles O ne w a y to c o nsi d er a ssessment f o r d i f f er ent p u r p o ses i s to c o nc ep tu a l i z e a ssessment a s o p er a ti ng i n d i f f er ent c y c l es sh o r t med i u m a nd l o ng W i l i a m 2 0 0 6 F i g u r e 8 4 p r esents a r a ng e o f a ssessments w i th i n a c o mp r eh ensi v e a ssessment sy stem T h o se a ssessments th a t a r e mo r e p r o x i ma te to stu d ent l ea r ni ng i e mi nu te b y mi nu te d a i l y w eek l y o p er a te i n a sh o r t c y c l e b ec a u se th ey a d d r ess a sh o r t p er i o d o f tea c h i ng a nd l ea r ni ng S h o r t c y c l e a ssessment ser v es a f o r ma ti v e p u r p o se b ec a u se i ts i ntend ed u se i s to i nf o r m i mmed i a te tea c h i ng a nd l ea r ni ng Assessments a d mi ni ster ed a t th e end o f th e y ea r o p er a te i n a l o ng c y c l e b ec a u se th ey c o v er a mu c h l o ng er p er i o d o f l ea r ni ng L o ng c y c l e a ssessments a r e p r i ma r i l y u sed f o r su mma ti v e p u r p o ses Assessment C h a p ter 8 8 25
Figure 8 4 Assessment Cycles by Purpose Source Adapted from Herman Joan L and Margaret Heritage 2007 Moving from Piecemeal to Effective Formative Assessment Practice Moving Pictures on the Road to Student Learning Paper presented at the Council of Chief State School Officers Assessment Conference Nashville TN Occupying a middle position between short cycle formative and annual summative assessment is interim benchmark assessment assessments administered periodically throughout the school year at specified times during a curriculum sequence to evaluate students knowledge and skills relative to an explicit set of longer term learning goals Herman Osmundson and Dietel 2010 1 In figure 8 4 classroom summative assessments are referred to as unit assessments although they could also occur in shorter time frames and interim benchmark assessments are referred to as quarterly assessments Such periodic assessments operate in a medium cycle because they address longerterm goals than those assessments more proximate to student learning but not as long term as annual assessments Classroom summative or interim benchmark assessments are generally used for summative purposes evaluating what has been learned although they may be used for formative purposes if they inform decisions that teachers and instructional leaders make within the school year regarding curricula instructional programs and practices and professional learning to improve future student learning However classroom summative or interim benchmark assessments are distinct from the formative assessment process because by their design and intended use they do not inform immediate teaching and learning Unit assessments primarily serve a summative function but can serve a formative purpose if the teacher can act on the assessment information to support improved learning in a future unit Progress monitoring assessments can be short medium or long cycle depending on whether they are administered after a shorter or longer period of instruction and serve both a formative and summative function For more information on screening diagnostic assessment and progress monitoring see subsequent sections of this chapter 826 Chapter 8 Assessment
Assessments w i th i n ea c h c y c l e f u nc ti o n b est w h en th ey a r e p a r t o f a c o mp r eh ensi v e c o h er ent a nd c o nti nu o u s sy stem o f a ssessment th a t p r o v i d es o ng o i ng i nf o r ma ti o n to tea c h er s th r o u g h o u t th e y ea r N R C 2 0 0 1 W i th i n su c h sy stems mi nu te b y mi nu te d a i l y a nd w eek l y a ssessment f eed s i nto u ni t a ssessment w h i c h i n tu r n f eed s i nto p er i o d i c e g end o f u ni t q u a r ter l y i nter i m b enc h ma r k a ssessments a nd mu l ti p l e i nter i m a ssessments f eed i nto th e a nnu a l a ssessment o f th e sta nd a r d s A c o mp r eh ensi v e c o h er ent a nd c o nti nu o u s sy stem o f a ssessment p r o v i d es mu tu a l l y c o mp l ementa r y v i ew s o f stu d ent l ea r ni ng ensu r es th a t a ssessment w i th i n ea c h c y c l e i s f o c u sed o n th e sa me u l ti ma te g o a l a c h i ev ement o f sta nd a r d s a nd p u sh es i nstr u c ti o n a nd l ea r ni ng i n a c o mmo n d i r ec ti o n H er ma n 2 0 1 0 E a c h a ssessment c y c l e p r o v i d es i nf o r ma ti o n a t v a r y i ng l ev el s o f d eta i l a nd i nf er enc es d r a w n f r o m the assessment results are used to address specific questions about student learning and inform a r a ng e o f d ec i si o ns a nd a c ti o ns F i g u r e 8 5 su mma r i z es th e ty p es a nd p u r p o ses o f th e a ssessments w i th i n ea c h a ssessment c y c l e Figure 8 5 Types and Uses of Assessments Within Assessment Cycles Cycle Methods Information Uses Actions Short S tu d ents c u r r ent l ea r ni ng sta tu s relative difficulties and mi su nd er sta nd i ng s emer g i ng o r p a r ti a l l y f o r med i d ea s f u l l u nd er sta nd i ng K eep g o i ng sto p and find out more p r o v i d e o r a l f eed b a c k to i nd i v i d u a l s a d j u st i nstr u c ti o na l mo v es i n r el a ti o n to stu d ent l ea r ni ng sta tu s e g a c t o n tea c h a b l e mo ments nned a nd p l a c ed a teg i c a l l y i n th e l esso n O b ser v a ti o n Q u esti o ns tea c h er s a nd stu d ents I nstr u c ti o na l ta sk s S tu d ent d i sc u ssi o ns W r i tten w o r k r ep r esenta ti o ns Student self reflection e g q u i c k w r i te S tu d ents c u r r ent l ea r ni ng sta tu s relative difficulties and mi su nd er sta nd i ng s emer g i ng o r p a r ti a l l y f o r med i d ea s f u l l u nd er sta nd i ng C o nti nu e w i th p l a nned i nstr u c ti o n I nstr u c ti o na l a d j u stments i n th i s o r th e nex t l esso n F i nd o u t mo r e F eed b a c k to c l a ss o r i nd i v i d u a l stu d ents o r a l o r w r i tten S tu d ents c u r r ent l ea r ni ng sta tu s r el a ti v e to l esso n l ea r ni ng g o a l s e g h a v e stu d ents met th e g o a l s a r e th ey nea r l y th er e I nstr u f o r sta F eed b o ra l o Daily L esson M inute by M inute O b ser v a ti o n Q u esti o ns tea c h er s a nd stu d ents I nstr u c ti o na l ta sk s S tu d ent d i sc u ssi o ns W r i tten w o r k r ep r esenta ti o ns P la str W eek Assessment S tu d ent w o rk p ro Student e g j o u d i sc u ssi o ns a nd d u c ts self reflection r na l i ng c ti o rto a c k r w na l p l a nni ng f new w eek to stu d ents r i tten C h a p ter 8 8 27
Cycle Methods Information Uses Actions S tu d ent w o r k a r ti f a c ts e g p o r tf o l i o w r i ti ng p r o j ec t o r a l p r esenta ti o n U se o f r u b r i c s Student self reflection e g sh o r t su r v ey O th er c l a ssr o o m su mma ti v e a ssessments d esi g ned b y tea c h er s S ta tu s o f stu d ent l ea r ni ng r el a ti v e to u ni t l ea r ni ng g o a l s G r a d i ng R ep o r ti ng Teacher reflection on ef f ec ti v eness o f p l a nni ng a nd i nstr u c ti o n T ea c h er g r a d e l ev el d ep a r tmenta l d i sc u ssi o ns o f stu d ent w o r k P o r tf o l i o O r a l r ea d i ng o b ser v a ti o n T est S ta tu s o f a c h i ev ement o f i nter med i a te g o a l s to w a r d meeti ng sta nd a r d s r esu l ts a g g r eg a ted a nd d i sa g g r eg a ted M a k i ng w i th i n y ea r i nstr u c ti o na l d ec i si o ns M o ni to r i ng r ep o r ti ng g r a d i ng sa mey ea r a d j u stments to c u r r i c u l u m p r o g r a ms Teacher reflection on ef f ec ti v eness o f p l a nni ng a nd i nstr u c ti o n R ea d j u sti ng p r o f essi o na l l ea r ni ng p r i o r i ti es a nd r eso u r c e d ec i si o ns S ma r ter B a l a nc ed S u mma ti v e Assessment C E L D T P o r tf o l i o D i str i c t sc h o o l c r ea ted test S a r d J u d g i ng stu d ents o v er a l l l ea r ni ng G a u g i ng stu d ent sc h o o l d i str i c t a nd sta te y ea r to y ea r p r o g r ess M o ni to r i ng r ep o r ti ng a nd a c c o u nta b i l i ty Classification and p l a c ement e g E L s Certification Ad j u stments to f o l l o w i ng y ea r s i nstr u c ti o n c u r r i c u l u m p r o g r a ms F i na l g r a d es P r o f essi o na l l ea r ni ng p r i o r i ti z a ti o n a nd r eso u r c e d ec i si o ns Teacher reflection i nd i v i d u a l g r a d e l ev el d ep a r tment o n o v er a l l ef f ec ti v eness o f p l a nni ng a nd i nstr u c ti o n Q uarterly I nterim Benchmark End of U nit Proj ect M edium Annual L ong 8 28 C h a p ter 8 ta tu s o f stu d ent c h i ev ement w i th esp ec t to sta nd a r d s r esu l ts a g g r eg a ted a nd i sa g g r eg a ted Assessment
Short Cycle Formative Assessment S h o r t c y c l e f o r ma ti v th a t p r o v i d es f eed b a c k i ntend ed i nstr u c ti o na l o mi nu te b y mi nu te d a i l y e a ssessment i s a p r o c ess u sed b y tea c h er s a nd stu d ents during instruction to a d j u st o ng o i ng tea c h i ng a nd l ea r ni ng to i mp r o v e stu d ent a c h i ev ement o f u tc o mes M c M a nu s 2 0 0 8 I t o c c u r s w h en ev i d enc e o f l ea r ni ng i s g a th er ed a nd w eek l y f r o m a v a r i ety o f so u r c es d u r i ng o ng o i ng i nstr u c ti o n f o r th e p u r p o se o f mo v i ng l ea r ni ng f o r w a r d to meet sh o r t ter m g o a l s i e l esso n g o a l s B l a c k a nd W i l i a m 1 9 9 8 C o u nc i l Short cycle formative of Chief State School Officers Formative Assessment State assessment is a process used C o l l a b o r a ti v e 2 0 0 6 H er i ta g e 2 0 1 0 P o p h a m 2 0 1 0 I n by teachers and students th e r ema i nd er o f th i s c h a p ter th i s sh o r t c y c l e f o r ma ti v e during instruction that a ssessment p r o c ess i s r ef er r ed to a s f o r ma ti v e a ssessment provides feedback to adjust T h i s ty p e o f a ssessment p r o v i d es th e mo st d eta i l ed ongoing teaching and i nf o r ma ti o n f o r tea c h er s a nd th ei r stu d ents T h e i d ea o f f o r ma ti v e a ssessment o r a ssessment for l ea r ni ng d o es no t learning to improve student apply to a specific tool or assessment A tool or assessment achievement of intended c a n b e u sed f o r f o r ma ti v e a ssessment p u r p o ses b u t o nl y i f instructional outcomes i t p r o v i d es a c ti o na b l e i nf o r ma ti o n a b o u t stu d ents l ea r ni ng r el a ti v e to th e d esi r ed l esso n g o a l a nd tea c h er s c a n u se i t i mmed i a tel y to a d j u st th ei r i nstr u c ti o n M a ny a ssessments ma r k eted u nd er th e f o r ma ti v e a ssessment l a b el d o no t p r o v i d e i nf o r ma ti o n a b o u t stu d ents l ea r ni ng need ed to a d j u st i nstr u c ti o n a nd g u i d e stu d ents l ea r ni ng a s i t o c c u r r s P er i e M a r i o n a nd G o ng 2 0 0 9 S h ep a r d 2 0 0 5 a T h e so u r c es o f ev i d enc e a v a i l a b l e to tea c h er s i n sh o r t c y c l e f o r ma ti v e a ssessment a r e w h a t students do say make or write Griffin 2007 For example sources of evidence can be teacherstu d ent i nter a c ti o ns f u el ed b y w el l d esi g ned q u esti o ns B a i l ey a nd H er i ta g e 2 0 0 8 B l a c k a nd o th er s 2 0 0 3 str u c tu r ed p eer to p eer d i sc u ssi o ns th a t th e tea c h er o b ser v es H a r l en 2 0 0 7 d i a l o g u es th a t emb ed a ssessment i nto a n a c ti v i ty a l r ea d y o c c u r r i ng i n th e c l a ssr o o m R u i z P r i mo a nd F u r ta k 2 0 0 4 2 0 0 6 2 0 0 7 stu d ent w o r k r esu l ti ng f r o m w el l d esi g ned ta sk s P o p p er s 2 0 1 1 a nd W eb b a sed r ea d i ng a ssessments th a t p r o v i d e i mmed i a te f eed b a c k C o h en a nd o th er s 2 0 1 1 T h e r ep o r t o f th e F o r ma ti v e Assessment f o r S tu d ents a nd T ea c h er s S ta te C o l l a b o r a ti v e o n Assessment and Student Standards Project of the Council of Chief State School Officers emphasizes sev er a l f ea tu r es o f f o r ma ti v e a ssessment F i r st f o r ma ti v e a ssessment i s a process r a th er th a n a p a r ti c u l a r k i nd o f a ssessment T h er e i s no su c h th i ng a s a f o r ma ti v e test M c M a nu s 2 0 0 8 3 S ec o nd th e f o r ma ti v e The sources of evidence a ssessment p r o c ess i nv o l v es b o th tea c h er s and stu d ents b o th available to teachers in o f w h o m mu st b e a c ti v el y i nv o l v ed i n th e p r o c ess o f i mp r o v i ng short cycle formative l ea r ni ng 3 T h i r d tea c h er s a r e c l ea r a b o u t th e u l ti ma te g o a l o f a u ni t a nd th e su b g o a l s o r step p i ng sto nes th a t a r e i mp o r ta nt assessment are what a l o ng th e w a y f r o m a l ea r ni ng p r o g r essi o n tea c h er s h a v e th e students do say make big picture of what students need to learn as well as sufficient or write d eta i l f o r p l a nni ng i nstr u c ti o n to meet sh o r t ter m g o a l s 4 F o u r th su c c ess c r i ter i a a nd ev i d enc e o f l ea r ni ng a r e l a i d o u t a t th e b eg i nni ng o f th e p r o j ec t a nd r ev i ew ed a l o ng th e w a y tea c h er s mu st p r o v i d e th e c r i ter i a b y w h i c h l ea r ni ng w i l l b e a ssessed u si ng l a ng u a g e r ea d i l y u nd er sto o d b y stu d ents w i th r ea l i sti c ex a mp l es o f w h a t meets a nd d o es no t meet th e c r i ter i a Assessment C h a p ter 8 8 29
W h a tev er th e so u r c e o f ev i d enc e tea c h er s c o nstr u c t o r d ev i se w a y s to el i c i t r esp o nses f r o m stu d ents th a t r ev ea l Teachers are clear about the w h er e th ey a r e i n th ei r l ea r ni ng a nd to u se th e ev i d enc e to mo v e l ea r ni ng f o r w a r d S a d l er 1 9 8 9 T ea c h er s a r e c l ea r short term learning goals e g a b o u t th e sh o r t ter m l ea r ni ng g o a l s e g f o r a l esso n th a t for a lesson that cumulatively c u mu l a ti v el y l ea d to stu d ents a tta i nment o f o ne o r mo r e lead to students attainment of sta nd a r d s T h ey a r e a l so c l ea r a b o u t th e su c c ess c r i ter i a f o r one or more standards They th e l esso n g o a l h o w stu d ents sh o w th ey h a v e met o r a r e are also clear about the success o n th e w a y to meeti ng th e l esso n g o a l T ea c h er es th en a l i g n criteria for the lesson goal th e ev i d enc e g a th er i ng str a teg y to th e su c c ess c r i ter i a Q u esti o ns th a t f o r ma ti v e a ssessment c a n a nsw er i nc l u d e th e f o l l o w i ng W h er e a r e my stu d ents i n r el a ti o n to l ea r ni ng g o a l s f o r th i s l esso n W h a t i s th e g a p 2 b etw een stu d ents c u r r ent l ea r ni ng a nd th e g o a l What individual difficulties are my students having Ar e th er e a ny mi ssi ng b u i l d i ng b l o c k s i n th ei r l ea r ni ng W h a t d o I need to a d j u st i n my tea c h i ng to ensu r e th a t stu d ents l ea r n I nf o r ma ti o n f r o m f o r ma ti v e a ssessment i s u sed to ma k e i nstr u c ti o na l a d j u stments i n r ea l ti me to c o nti nu e w i th th e p l a nned l esso n o r to p r o v i d e f eed b a c k to stu d ents th a t h el p s th em ta k e step s to a d v a nc e th ei r l ea r ni ng F eed b a c k to stu d ents i s d i sc u ssed i n th e stu d ent i nv o l v ement sec ti o n o f th i s c h a p ter I mp o r ta ntl y tea c h er s i nf er enc es f r o m f o r ma ti v e a ssessment ev i d enc e a nd th ei r r esu l ti ng a c ti o ns f o c u s o n i nd i v i d u a l stu d ents T h e i mp l i c a ti o n i s no t th a t i nstr u c ti o n i s nec essa r i l y p r o v i d ed o n a o neto o ne b a si s b u t r a th er th a t i nd i v i d u a l need s a r e a d d r essed i n th e c o ntex t o f a c l a ss o f stu d ents T h i s o r i enta ti o n to i nd i v i d u a l s i s nec essa r y f o r stu d ents to h a v e th e o p p o r tu ni ty to l ea r n a nd p r o g r ess eq u a l l y H er i ta g e 2 0 1 3 Ac c o r d i ng l y i nstr u c ti o n i s c o nti ng ent o n ea c h stu d ent s c u r r ent l ea r ni ng sta tu s I n o th er w o r d s i nstr u c ti o n i s ma tc h ed to w h er e th e stu d ents a r e so th a t th ey a r e a ssi sted to p r o g r ess a nd meet d esi r ed g o a l s W h i l e f o r ma ti v e a ssessment ev i d enc e i s no t a g g r eg a ted i n th e sa me w a y a s med i u m a nd l o ng c y c l e a ssessment i nf o r ma ti o n Importantly teachers tea c h er s c a n c a teg o r i z e i nd i v i d u a l stu d ent r esp o nses to l o o k f o r inferences from p a tter ns a c r o ss th e c l a ss o r f o r p a r ti c u l a r stu d ents w h o a r e o u tl i er s formative assessment F o r ex a mp l e a f ter stu d ents h a v e r esp o nd ed to a q u esti o n a b o u t evidence and their a tex t a tea c h er c a n q u i c k l y c a teg o r i z e r esp o nses i nto th o se resulting actions focus th a t d emo nstr a te u nd er sta nd i ng th o se th a t d emo nstr a te p a r ti a l on individual students u nd er sta nd i ng a nd th o se th a t d o no t d emo nstr a te u nd er sta nd i ng T h e nex t d a y s i nstr u c ti o n i s th en p l a nned a c c o r d i ng l y T ea c h er s o f E L s sh o u l d ta k e g r ea t c a r e w h en ma k i ng th ese f o r ma ti v e a ssessment d ec i si o ns Depending on their level of English language proficiency some ELs may not be able to fully express th ei r i d ea s o r a l l y a b o u t a to p i c d u r i ng a c l a ss d i sc u ssi o n h o w ev er th i s d o es no t nec essa r i l y mea n th a t th ey d o no t u nd er sta nd th e to p i c I n a d d i ti o n a n i nf o r ma l o b ser v a ti o n i nd i c a ti ng th a t E L s a r e not orally proficient in English should not determine how the students are taught reading in English 2 T h e g a p r ef er s to th e d i sta nc e b etw een w a l esso n c a n b e sev er a l p er i o d s o r d a y s l o ng f o r ma ti v e a ssessment i s to c l o se th i s g a p so th th e ter m achievement gap w h i c h r ef er s to d i f f stu d ents 8 3 0 C h a p ter 8 h er e th e stu d ents l ea r ni ng c u r r entl y a nd th e i ntend ed l ea r ni ng g o a l f o r th a t a l l stu d ents meet th e g o a l S a d l er er enc es i n su mma ti v e ed u c a ti o na l o u sta nd s a t p a r ti c u l a r p o i nts i n th e l esso n e l esso n T h e p u r p o se o f sh o r t c y c l e 1 9 8 9 T h i s sh o u l d no t b e c o nf u sed w i th tc o mes a mo ng d i f f er ent su b g r o u p s o f Assessment
English learners do not have to be proficient in oral English before they can learn to read in English B u nc h K i b l er a nd P i menta l 2 0 1 2 T ea c h er s u se a c o mb i na ti o n o f o b ser v a ti o ns e g d u r i ng c o l l a b o r a ti v e c o nv er sa ti o ns a mo ng stu d ents a b o u t tex ts r ea d a nd i nf o r ma l i nv ento r i es o f r ea d i ng e g l i steni ng to stu d ents r ea d a l o u d d u r i ng sma l l r ea d i ng group time asking specific comprehension questions to elicit Teachers of ELs should take stu d ent u nd er sta nd i ng s to d eter mi ne h o w b est to i nstr u c t th ei r E L s a nd p r o v i d e just in time sc a f f o l d i ng i n r ea d i ng great care when making these F u r th er mo r e th e C A E L D S ta nd a r d s i nd i c a te th a t a l l E L s formative assessment decisions regardless of their level of English language proficiency are Depending on their level of c a p a b l e o f eng a g i ng i n i ntel l ec tu a l l y r i c h ta sk s a t th e sa me English language proficiency cognitive level as their English proficient peers With this some ELs may not be able to a i m tea c h er s u se i n th e mo ment f o r ma ti v e a ssessment fully express their ideas orally p r a c ti c es to d eter mi ne a p p r o p r i a te l ev el s o f sc a f f o l d i ng f o r about a topic during a class E L s F o r mo r e i nf o r ma ti o n o n sc a f f o l d i ng see c h a p ter 2 i n th i s ELA ELD Framework discussion however this does U si ng th e f o r ma ti v e a ssessment p r o c ess i n a n E L not necessarily mean that they st u d ent s p r i ma r y l a ng u a g e i n c o ntex ts w h er e tea c h i ng a nd do not understand the topic l ea r ni ng u se th i s r eso u r c e e g i n a n a l ter na ti v e p r o g r a m ma y a l so o f f er i nstr u c ti o na l l y a c ti o na b l e i nf o r ma ti o n F o r example newcomer ELs at the Emerging level of English language proficiency e g students who have been in the U S for less than a year may find it difficult to respond in writing or orally to a q u esti o n a b o u t a sc i enc e o r h i sto r y to p i c i n E ng l i sh w i th th e sa me l ev el o f d eta i l a s th ey a r e a b l e to d o i n th ei r p r i ma r y l a ng u a g e T ea c h er s c a n a sk th ei r new c o mer E L stu d ents to q u i c k l y w r i te r esp o nses to text based questions first in their primary language if they are literate before they respond in written E ng l i sh T h e tw o p i ec es o f w r i ti ng a r e th en c o mp a r ed to i d enti f y si mi l a r i ti es a nd d i f f er enc es b etw een c o ntent k no w l ed g e a nd l i ter a c y i n th e p r i ma r y l a ng u a g e a nd E ng l i sh T h i s tec h ni q u e i s a p p l i ed str a teg i c a l l y so th a t tea c h er s u nd er sta nd c l ea r l y w h a t stu d ents k no w a b o u t p a r ti c u l a r to p i c s a nd h o w w el l th ey a r e a b l e to ex p r ess th ei r k no w l ed g e i n E ng l i sh T ea c h er s a l so u se th i s ty p e o f ev i d enc e to ex p l i c i tl y d r a w th ei r E L stu d ents a ttenti o n to w a y s th ey c a n ex p r ess th r o u g h E ng l i sh w r i ti ng o r sp ea k i ng w h a t th ey a l r ea d y k no w a nd a r e a b l e to c o nv ey i n th ei r p r i ma r y l a ng u a g e W h i l e a l l tea c h er s ma y no t b e a b l e to p r o v i d e th i s ty p e o f su p p o r t th emsel v es e g w h en they are not proficient in students primary languages they can collaborate with other teachers EL sp ec i a l i sts o r c o mmu ni ty memb er s to d o so T h e u se o f tec h no l o g y th a t ena b l es stu d ents to g i v e i mmed i a te r esp o nses to tea c h er s e g c l i c k er s mo b i l e d ev i c es h el p s tea c h er s w i th l a r g e nu mb er s o f stu d ents g a i n a n o ng o i ng sense o f stu d ents u nd er sta nd i ng The use of technology that d u r i ng a l esso n F o r ex a mp l e h a l f w a y th r o u g h a l esso n a enables students to give tenth g r a d e tea c h er a sk s th r ee o r f o u r q u esti o ns r el a ted to mu l ti p l e mea ni ng w o r d s a nd w o r d p h r a ses i n a l i ter a r y tex t immediate responses to th e c l a ss i s a na l y z i ng T h e r esu l ts i mmed i a tel y a p p ea r a s teachers e g clickers mobile a p i e c h a r t o n th e S ma r t b o a r d T h e tea c h er a nd stu d ents devices helps teachers with q u i c k l y see h o w th e c l a ss r esp o nd s a nd d ec i d e to g eth er large numbers of students gain i f mo r e w o r k i s need ed i n th i s a r ea b ef o r e th e l esso n an ongoing sense of students p r o g r esses understanding during a lesson T h e f o l l o w i ng sna p sh o ts p r o v i d e a d d i ti o na l c o nc r ete ex a mp l es o f f o r ma ti v e a ssessment i n a c ti o n Assessment C h a p ter 8 8 3 1
Snapshot 8 1 F ormativ e Assessment in G rade F iv e F i f th g r a d er s a r e w o r k i ng o n th e f o l l o w i ng C A C C S S f o r E L A L i ter a c y a a p p l y i ng th e r ea d i ng sta nd a r d f o r i nf o r ma ti o na l tex t explaining how an author uses reasons and evidence to support particular points in a text identifying which reasons and evidence support which particular points R I 5 8 b th e w r i ti ng sta nd a r d produce clear and coherent writing in which the development and organization are appropriate to task purpose and audience W 5 4 a nd c th e l a ng u a g e sta nd a r d vocabulary use L 5 4 6 p a r ti c u l a r l y tr a nsi ti o n words to help their writing flow logically Students are writing an argument to encourage th ei r r ea d er s to ta k e mo r e c a r e o f th e na tu r a l env i r o nment I n th ei r r ea d i ng i nstr u c ti o n th ey a na l y z ed a tex t to i d enti f y th e l o c a ti o n o f arguments counterarguments a nd su p p o r ti ng evidence I n th ei r w r i ti ng th ey a r e l ea r ni ng h o w to o r g a ni z e th ei r a r g u ments ef f ec ti v el y W h i l e th e stu d ents a r e i nv o l v ed i n th e i nd ep end ent w r i ti ng p a r t o f th e l esso n M s H a tw a l si ts w i th B o b b y to d i sc u ss h i s w r i ti ng p r o g r ess S h e h a s a r i ng b i nd er o p en to a p a g e w i th th ese h ea d i ng s a t th e to p Child s Name Date Research Compliment Teaching Point a nd What s Next for this Child Further down the page is a self adhesive note that lists five stu d ents na mes i nc l u d i ng B o b b y s S h e p l a ns to meet w i th ea c h o f th em d u r i ng to d a y s w r i ti ng sessi o n M s H a tw a l s i ni ti a l p u r p o se w i th B o b b y i s to f o l l o w u p o n f eed b a c k sh e p r o v i d ed h i m tw o d a y s a g o b a sed o n ev i d enc e sh e el i c i ted f r o m a n i nter a c ti o n w i th h i m i n th a t i nter a c ti o n sh e d eter mi ned th a t h e need ed to p r o v i d e str o ng er so u r c es o f ev i d enc e to su p p o r t h i s a r g u ment O n th i s o c c a si o n sh e w a nts to see h o w h e h a s u sed h er p r i o r f eed b a c k M s H a tw a l Y o u r e w o r k i ng o n ev i d enc e T el l me a b o u t i t B o b b y I f o u nd g o o d i nf o r ma ti o n i n th e b o o k o f th e E nv i r o nmenta l P r o tec ti o n Ag enc y a nd o n th e I nter net M s H a tw a l And w h a t d o y o u th i nk a b o u t w h a t y o u f o u nd so f a r D o y o u th i nk th a t i t su p p o r ts y o u r a r g u ment B o b b y I g u ess At th i s p o i nt M s H a tw a l r emi nd s B o b b y th a t th e p u r p o se o f th e ev i d enc e i s to su p p o r t h i s a r g u ment S h e ex p l a i ns th e mea ni ng o f su p p o r ti ng a n a r g u ment i n a w a y th a t i s understandable to a fifth grader by telling him You have to prove it with what is in the text or the readers may not believe you S h e a sk s h i m to r ea d h i s a r g u ment a l o u d H a v i ng esta b l i sh ed th a t th e f o c u s o f h i s a r g u ment i s to sto p d u mp i ng i n th e o c ea n b ec a u se a l l th e b ea u ti f u l a ni ma l s w e see a r e g o i ng to sta r t v a ni sh i ng Ms Hatwal So what evidence did you find to support that claim that all the animals will die if we don t stop dumping What evidence did you find that will help y o u to str eng th en th a t a r g u ment o r p r o v e i t to y o u r r ea d er s M s H a tw a l th en h el p s B o b b y r ec o g ni z e w h i c h o f th e i nf o r ma ti o n h e h a s l o c a ted i s f r o m a reliable source and is effective in supporting his argument Satisfied that Bobby can move f o r w a r d o n h i s o w n to i nc o r p o r a te h i s ev i d enc e sh e th en a sk s h i m to r ev i ew th e o r g a ni z a ti o n o f h i s a r g u ment a nd to l et h er k no w w h er e h e w i l l p l a c e th e ev i d enc e W h en B o b b y d o es th i s i t i s ev i d ent to M s H a tw a l th a t h e h a s so me c o nf u si o n a b o u t th e o v er a l l str u c tu r e a nd th a t h i s w r i ti ng need s to b e r eo r g a ni z ed T h i s i s a mo ment i n th e i nter a c ti o n w h en sh e ta r g ets a tea c h i ng p o i nt f o r h i m S h e r ev i ew s th e o r g a ni z a ti o n w i th h i m a nd w r i tes th e o r g a ni z a ti o na l elements on a self adhesive note and includes specific instructional support such as putting the evidence in order to help the flow or adding transitional sentences 8 3 2 C h a p ter 8 Assessment
Snapshot 8 1 Formative Assessment in Grade Five cont Throughout this interaction Ms Hatwal makes notes in her ring binder file Under Research Compliment sh e w r i tes th a t B o b b y r ec o g ni z es th e r el i a b i l i ty o f h i s so u r c e I n th e sec ti o n l a b el ed Teaching Point sh e w r i tes th a t sh e ex p l a i ned h o w ev i d enc e su p p o r ted h i s a r g u ment U nd er th e h ea d i ng What s Next for this Child sh e w r i tes o r g a ni z a ti o n a nd tr a nsi ti o na l sentenc es no ti ng th a t B o b b y h a s p r o b l ems o r g a ni z i ng h i s w r i ti ng to ef f ec ti v el y c o nv ey h i s a r g u ment to th e r ea d er B y g a th er i ng ev i d enc e i n th e c o u r se o f th i s i nter a c ti o n M s H a tw a l i s a b l e to ma tc h h er tea c h i ng p o i nts to th e i nd i v i d u a l stu d ent s need s Ad d i ti o na l l y after several interactions of this kind she finds that there are common needs among several stu d ents a nd d ec i d es to p u l l th em to g eth er f o r a mi ni l esso n Snapshot 8 2 F ormativ e Assessment in G rade T w o I n a sec o nd g r a d e c l a ssr o o m th a t i nc l u d es na ti v e E ng l i sh sp ea k i ng c h i l d r en a nd c h i l d r en w h o a r e E L s th e c h i l d r en h a v e b een w o r k i ng o n r etel l i ng f o l k ta l es th ey h a v e r ea d to g eth er i n c l a ss to c o nv ey th e c entr a l messa g e o f th e ta l e R L 2 2 T h e E L c h i l d r en i n p a r ti c u l a r h a v e b een w o r k i ng o n u si ng th e p a st tense to i nd i c a te th a t th e ta l es h a p p ened i n th e p a st E L D P I I 2 3 I n th i s l esso n stu d ents a r e eng a g ed i n sma l l g r o u p w o r k a nd d u r i ng th i s ti me th e tea c h er M r E l f er t sel ec ts g r o u p s o f th r ee stu d ents to r ec o u nt o ne o f th e f o l k ta l es th e c l a ss h a s r ea d th a t w eek I n th i s si tu a ti o n h e w a nts to g i v e ea c h stu d ent su sta i ned o p p o r tu ni ti es to use language while he and the others in the group listen He asks the first student to b eg i n th en a f ter a w h i l e a sk s th e sec o nd c h i l d to c a r r y o n a nd so f o r th W h en th e stu d ents h a v e c o mp l eted th e r etel l i ng M r E l f er t a sk s th em to sa y w h a t th ey th i nk th e ma i n messa g e o f th e sto r y i s E a c h c h i l d o f f er s a n o p i ni o n a nd a d i sc u ssi o n f o l l o w s a b o u t w h eth er th er e i s a g r eement o n th e ma i n messa g e F r o m th e a c ti v i ty M r E l f er t h a s ev i d enc e th a t o ne stu d ent u ses th e p a st tense c o nsi stentl y a nd mo stl y w i th a c c u r a c y w h i l e th e o th er tw o d o no t T w o o f th e c h i l d r en a r e a b l e to c o nv ey th e messa g e o f th e tex t b u t a no th er h a s no t g r a sp ed i t Af ter his discussion with the group he makes quick notes about each student and briefly records h i s th o u g h ts a b o u t su b seq u ent i nstr u c ti o n H e r ep ea ts th i s p r o c ess w i th o ne a d d i ti o na l g r o u p b ef o r e th e sma l l g r o u p w o r k ti me i s o v er a nd h e p l a ns mo r e o p p o r tu ni ti es d u r i ng th e w eek to a ssess o th er sma l l g r o u p s i n th e sa me w a y Assessment C h a p ter 8 8 3 3
Snapshot 8 3 F ormativ e Assessment w ith Secondary EL N ew comers I n a sec o nd a r y d esi g na ted E ng l i sh L a ng u a g e D ev el o p ment E L D c l a ss w i th new c o mer s w h o se ex p er i enc e i n th e U S r a ng es f r o m th r ee mo nth s to o ne y ea r M r s R o g er s T sa i w o r k s collaboratively with the science teacher Miss Goodwin to create a five week unit on animal b eh a v i o r w i th th e p u r p o se o f g u i d i ng stu d ents th r o u g h a d eep ex p l o r a ti o n o f th e c o ntent th r o u g h th e l a ng u a g e r eso u r c es u sed to c o nv ey mea ni ng T h e tw o tea c h er s h a v e a g r eed th a t d u r i ng sc i enc e i nstr u c ti o n M i ss G o o d w i n w i l l p r o v i d e a p p r o p r i a te a nd str a teg i c su p p o r t so E L stu d ents c a n f u l l y p a r ti c i p a te i n th e sc i enc e a c ti v i ti es g a i n u nd er sta nd i ng f r o m th e sc i enc e tex tb o o k a nd eng a g e i n c o l l a b o r a ti v e d i sc u ssi o ns a b o u t th e tex t a nd c o ntent T h i s str a teg i c su p p o r t i nc l u d es u si ng g r a p h i c o r g a ni z er s p r o v i d i ng i nc r ea sed o p p o r tu ni ti es f o r th e stu d ents to d i sc u ss th ei r i d ea s i n sma l l g r o u p s o r p a i r s a nd p r i ma r y l a ng u a g e su p p o r t i nc l u d i ng d r a w i ng a ttenti o n to c o g na tes a nd u si ng tex ts i n stu d ents p r i ma r y l a ng u a g es M r s R o g er s T sa i h a s a g r eed to a na l y z e th e sc i enc e tex tb o o k a nd th e a c ti v i ti es th e sc i enc e tea c h er h a s d esi g ned i n o r d er to i d enti f y th e l a ng u a g e d ema nd s th ey p r esent a nd th en a d d r ess th e l a ng u a g e d ema nd s mo r e i ntensi v el y d u r i ng d esi g na ted E L D i nstr u c ti o n T h i s i s the third class of the first week on the unit Having formulated questions they would like to ex p l o r e a r o u nd th e sc i enc e to p i c stu d ents p er u sed a v a r i ety o f tex ts o n th e to p i c to i d enti f y meanings and charted language including phrasing and general academic and domain specific v o c a b u l a r y th ey th i nk i s c r i ti c a l f o r c o nv ey i ng th ei r u nd er sta nd i ng s o f th e to p i c T h ey no w w o r k i n p a i r s to c o l l a b o r a ti v el y w r i te a d esc r i p ti o n a b o u t w h a t th ey h a v e l ea r ned so f a r a b o u t o ne a sp ec t o f a ni ma l b eh a v i o r u si ng a s mu c h o f th e l a ng u a g e th ey h a v e c h a r ted a s th ey c a n T h e p a i r s w r i te th ei r d esc r i p ti o n d r a f ts o n l a r g e sh eets o f p a p er w h i c h th ey r ea d to th e c l a ss T h ei r p eer s a r e i nv i ted to a sk q u esti o ns a nd ma k e c o mments W h en o ne p a i r sh a r es th ei r d esc r i p ti o n a b o u t a ni ma l s a nd l a ng u a g e a n a ni ma ted c o nv er sa ti o n d ev el o p s o n w h eth er a ni ma l s h a v e l a ng u a g e J u l i o ex p l a i ns th e th i nk i ng th a t w ent i nto th e d esc r i p ti o n th a t c a u sed th e l i v el y d i sc u ssi o n J u l i o F i r st o f a l l I th i nk th a t l a ng u a g e i s a w a y to inform o th er s a r o u nd y o u y o u r f eel i ng s o r j u st a si mp l e th i ng th a t y o u w a nt to l et k no w p eo p l e w h a t i s th e d ea l And i t c a n b e expressed b y sa y i ng i t w a tc h i ng a p i c tu r e o r h ea r i ng i t y o u k no w w h a t I m sa y i ng I d o n t k no w i f y o u h a v e h ea r d a b o u t th e k a ng a r o o r a t th a t sta mp s i ts f eet to communicate w i th o th er r a ts I t s r ea l l y f u nny c a u se w e h u ma ns h a v e mo r e characteristics to communicate to ea c h o th er b u t w e sti l l h a v e p r o b l ems to u nd er sta nd o th er p eo p l e C h a r a c ter i sti c s l i k e so u nd g r a mma r p i tc h a nd b o d y l a ng u a g e a r e so me o f th em w h i l e th e r a t o nl y u ses th e f o o t h e sta mp s th e g r o u nd M r s R o g er s T sa i w h o h a s b een r ec o r d i ng i n h er no teb o o k th e l a ng u a g e stu d ents u se i n th e c o nv er sa ti o n no tes th a t J u l i o i s u si ng so me o f th e a c a d emi c l a ng u a g e f r o m th e c l a ss c h a r t i n b o th h i s w r i ti ng a nd sp ea k i ng a nd h a s mo r e i mp o r ta ntl y d o ne a n ef f ec ti v e j o b o f c o nv ey i ng h i s u nd er sta nd i ng o f th e i nf o r ma ti o n f r o m h i s r esea r c h a nd p er su a d i ng h i s p eer s w i th ev i d enc e M r s R o g er s T sa i d ec i d es to ex a mi ne mo r e c l o sel y th e stu d ents w r i tten d esc r i p ti o ns a s w el l a s th e l a ng u a g e th ey u se i n th ei r c o nv er sa ti o ns i n o r d er to ma k e d ec i si o ns a b o u t w h a t l a ng u a g e f ea tu r es o f th e sc i enc e tex ts to f o c u s o n a s sh e p r o g r esses i n th e u ni t S h e a l so p l a ns to ma k e a c o p y o f h er no tes to sh a r e w i th M i ss G o o d w i n w h en th ey meet l a ter th a t w eek d u r i ng c o l l a b o r a ti o n ti me 8 3 4 C h a p ter 8 Assessment
Medium Cycle Assessment a d c y su ev Assessments th a t tea c h er s d ev el o p o r th a t a r e i nc l u d ed i n c u r r i c u l a r ma ter i a l s a nd mi ni ster ed a t th e end o f a u ni t a r e med i u m c y c l e a ssessments As no ted p r ev i o u sl y c l e a ssessments o c c u p y a mi d d l e g r o u nd b etw een sh o r t c y c l e f o r ma ti v e a ssessment mma ti v e a ssessments S o me a r e u sed to i nf o r m i nstr u c ti o n d u r i ng th e sc h o o l y ea r o a l u a ti v e p u r p o ses a re med i u ma nd l o ng c y c l e th er s ser v e End of Unit Assessments E nd o f u ni t a ssessments ser v e a su mma ti v e p u r p o se to ev a l u a te stu d ent a c h i ev ement w i th r esp ec t to th e g o a l s o f th e u ni t I f su c h a ssessments a r e g i v en to stu d ents b ef o r e th e end o f th e u ni t w h en th er e i s sti l l ti me to ta k e i nstr u c ti o na l a c ti o n b ef o r e mo v i ng o n to th e nex t u ni t th en th ey a l so ser v e a f o r ma ti v e p u r p o se I n d ev el o p i ng u ni t a ssessments tea c h er s ensu r e th a t th e g o a l s o f th e u ni t a r e c l ea r a nd a l i g ned to sta nd a r d s I n o th er w o r d s w h a t i s to b e a ssessed i s w el l articulated and derived specifically from the standards and l esso n p l a nni ng W h en tea c h er s k no w what to a ssess th ey c a n b est d eter mi ne how to a ssess T ea c h er s c a n th en d ec i d e o n th e mo st ef f ec ti v e w a y f o r stu d ents to d emo nstr a te th ei r a c h i ev ement o f th e g o a l s E nd o f u ni t a ssessments h el p tea c h er s a nsw er q u esti o ns su c h a s th e f o l l o w i ng In developing unit assessments teachers ensure that the goals of the unit are clear and aligned to standards In other words what is to be assessed is well articulated and derived specifically from the standards and lesson planning H a v e my stu d ents met th e g o a l s o f th e u ni t Ar e th er e so me stu d ents w h o need a d d i ti o na l h el p to meet th e g o a l s o f th e u ni t W h a t h el p d o th ey need W h a t i mp r o v ements d o I need to ma k e i n my tea c h i ng nex t ti me I tea c h th i s u ni t T h e f o l l o w i ng sna p sh o t p r o v i d es a c o nc r ete ex a mp l e o f th e u se o f end o f u ni t med i u m c y c l e a ssessment Snapshot 8 4 End of Unit Medium Cycle Assessment in Grade Seven In a seventh grade classroom with native English speakers recently reclassified ELs and a group of ELs who are at the Expanding and Bridging levels of English language proficiency Ms Lambros has engaged students in a five week unit Persuasion Across Time and Space Ana l y z i ng a nd P r o d u c i ng C o mp l ex T ex ts T h i s u ni t a d d r esses mu l ti p l e C A C C S S f o r E L A L i ter a c y a nd C A E L D sta nd a r d s si mu l ta neo u sl y a nd h a s f o u r p r i ma r y g o a l s 1 stu d ents r ea d a nd a na l y z e c o mp l ex tex ts 2 stu d ents i d enti f y a nd u se ev i d enc e f r o m i nf o r ma ti o na l tex ts i n th ei r w r i tten a nd o r a l w o r k 3 stu d ents p a r ti c i p a te i n d i sc i p l i na r y p r a c ti c es h i g h l i g h ti ng l a ng u a g e p u r p o se a nd r esp o nsi v eness to a u d i enc e a nd 4 stu d ents a c q u i r e h i sto r y so c i a l stu d i es knowledge through content rich nonfiction Assessment C h a p ter 8 8 3 5
Snapshot 8 4 End of Unit Medium Cycle Assessment in Grade Seven cont D u r i ng th e c o u r se o f th e u ni t w i th i ntenti o na l a nd str a teg i c sc a f f o l d i ng b y M s L a mb r o s a nd c o nsi d er a b l e i nv o l v ement i n c o l l a b o r a ti v e g r o u p s stu d ents eng a g e i n c l o se r ea d i ng c o l l a b o r a ti v e d i sc u ssi o ns a nd a na l y si s o f th e tex t o r g a ni z a ti o n g r a mma ti c a l str u c tu r es a nd vocabulary of persuasive texts on relevant topics In the final part of the unit the students a na l y z e th e v i d eo T h e G i r l W h o S i l enc ed th e W o r l d f o r F i v e M i nu tes c o mp a r e a nd c o ntr a st p er su a si v e tec h ni q u es i n th e v i d eo to o ne o f th e tex ts th ey r ea d a nd p r o d u c e a p er su a si v e tex t o f th ei r o w n T h e stu d ents a na l y ses o f th e v i d eo a nd w r i tten w o r k ser v e a s th e su mma ti v e a ssessment f o r th e u ni t U si ng th e stu d ents w o r k th e tea c h er i s a b l e to ma k e a d eter mi na ti o n a b o u t stu d ents u nd er sta nd i ng o f th e p u r p o se o r g a ni z a ti o n a nd str u c tu r e o f p er su a si v e tex ts a nd th ei r a b i l i ty to u se v a r i o u s l a ng u a g e r eso u r c es i nc l u d i ng v o c a b u l a r y c o mp l ex g r a mma ti c a l str u c tu r es c o nnec ti ng w o r d s a nd p h r a ses to w r i te a c o h er ent a nd c o h esi v e p er su a si v e p i ec e f o r a p u b l i c a u d i enc e Af ter r ev i ew i ng stu d ents r esp o nses M s L a mb r o s c o nc l u d es th a t th e stu d ents h a v e ma d e g o o d p r o g r ess to w a r d meeti ng th e g o a l s o f th e u ni t esp ec i a l l y i n r eg a r d to th ei r u nd er sta nd i ng o f p er su a si v e tec h ni q u es i n d i f f er ent c o ntex ts i e v i d eo a nd tex t E x a mi ni ng h er E L stu d ents w r i ti ng mo r e c l o sel y h o w ev er sh e no ti c es th a t mo st o f th ei r w r i ti ng i s c h a r a c ter i z ed b y sp o k en ev er y d a y l a ng u a g e I n o th er w o r d s th ei r w r i tten a r g u ments a r e no t ma k i ng u se o f c o nnec ti ng w o r d s a nd p h r a ses e g for example therefore consequently to c r ea te c o h esi o n no r a r e th ey u si ng ma ny c o mp l ex sentenc es to c o nnec t i d ea s a nd c r ea te r el a ti o nsh i p s b etw een th em e g Even though governments are taking action i t i s no t h a p p eni ng f a st eno u g h T h i s a na l y si s o f h er stu d ents w r i ti ng i nf o r ms M s L a mb r o s s p l a nni ng o f su b seq u ent l esso ns S h e b eg i ns d esi g ni ng l esso ns i n w h i c h sh e w i l l sh o w ex a mp l es o f c o h esi o n a nd c o mp l ex sentenc es th a t c o nnec t i d ea s mo d el h o w to unpack th e mea ni ng i n th e tex ts c o l l a b o r a ti v el y c o nstr u c t si mi l a r w r i ti ng w i th th e stu d ents a nd p r o v i d e stu d ents w i th g u i d ed p r a c ti c e i n w r i ti ng r el a ted to th e u ni t to p i c S h e a l so p l a ns to d r a w h er stu d ents a ttenti o n to v a r i o u s ex a mp l es o f p er su a si v e l a ng u a g e u sed i n a r g u ments a nd to o b ser v e h o w h er stu d ents i nc o r p o r a ted th em i nto th ei r o w n w r i ti ng i n u p c o mi ng u ni ts I n a d d i ti o n sh e ma k es a no te to a d d r ess th ese l i ng u i sti c f ea tu r es d i r ec tl y w h en sh e tea c h es th e u ni t th e f o l l o w i ng y ea r R esources Ad a p ted f r o m U nd er sta nd i ng L a ng u a g e 2 0 1 3 Instructional Unit Persuasion Across Time and Space P a l o Al to C A S ta nf o r d U ni v er si ty V i d eo The Girl Who Silenced the World for 5 Minutes a v a i l a b l e a t a nu mb er o f si tes i nc l u d i ng w w w y o u tu b e c o m Interim or Benchmark Assessments I nter i m o r b enc h ma r k a ssessments su c h a s th e S ma r ter B a l a nc ed i nter i m a ssessments a r e med i u m c y c l e a nd a d d r ess i nter med i a te g o a l s o n th e w a y to meeti ng sta nd a r d s T h e S ma r ter B a l a nc ed a ssessments a r e a l i g ned to th e sta nd a r d s a nd a ny o th er i nter i m o r b enc h ma r k a ssessment u sed b y d i str i c ts o r sc h o o l s a l so need to b e a l i g ned to th e sta nd a r d s T y p i c a l l y a d mi ni ster ed q u a r ter l y o r ev er y si x w eek s i nter i m a ssessments c o v er a sh o r ter p er i o d o f i nstr u c ti o n th a n l o ng c y c l e a ssessments a nd c o nseq u entl y g i v e mo r e d eta i l a b o u t stu d ent l ea r ni ng R esu l ts f r o m i nter i m a ssessments p r o v i d e p er i o d i c sna p sh o ts o f stu d ent l ea r ni ng th r o u g h o u t th e y ea r T h ese sna p sh o ts h el p tea c h er s mo ni to r h o w stu d ent l ea r ni ng i s p r o g r essi ng a nd d eter mi ne w h o i s o n tr a c k to meet th e sta nd a r d s b y th e end 8 3 6 C h a p ter 8 Assessment
o f th e y ea r a nd w h o i s no t w h i c h ma y mea n th a t a stu d ent i s i n need o f a d d i ti o na l su p p o r t W h en u si ng o r Results from interim assessments d esi g ni ng i nter i m o r b enc h ma r k a ssessments tea c h er s provide periodic snapshots of a nd sc h o o l a nd d i str i c t l ea d er s d eter mi ne r ea so na b l e ex p ec ta ti o ns a t v a r i o u s p o i nts i n th e y ea r r el a ti v e to student learning throughout the meeti ng a C A C C S S f o r E L A L i ter a c y o r C A E L D S ta nd a r d year These snapshots help teachers a t th e end o f th e y ea r T h ese i nter i m g o a l s f o r meeti ng monitor how student learning is th e end o f y ea r sta nd a r d s a t p o i nts a l o ng th e sc h o o l progressing and determine who is y ea r a r e l i k el y to l o o k d i f f er ent th a n th e end o f y ea r on track to meet the standards by sta nd a r d R esu l ts f r o m th ese a ssessments h el p tea c h er s the end of the year and who is not a nsw er th e f o l l o w i ng q u esti o ns which may mean that a student is W h a t h a v e my stu d ents l ea r ned so f a r in need of additional support W h o h a s a nd w h o h a s no t met i nter med i a te g o a l s W h o i s a nd w h o i s no t o n tr a c k to meet th e sta nd a r d s b y th e end o f th e y ea r How are students performing on this test or assignment in those areas identified as weak on l a st y ea r s C a l i f o r ni a sta te l o ng c y c l e a ssessments W h a t a r e th e str eng th s a nd a r ea s o f need i n a n i nd i v i d u a l s o r g r o u p s l ea r ni ng W h o a r e th e stu d ents mo st i n need o f a d d i ti o na l su p p o r t W h a t d o th ey need W h a t a r e th e str eng th s a nd a r ea s o f need i n my c u r r i c u l u m W h a t a r e th e str eng th s a nd a r ea s o f need i n my i nstr u c ti o n W h a t i mp r o v ements d o I need to ma k e i n my tea c h i ng Ad mi ni str a to r s a l so u se i nter i m a ssessments to a d d r ess ma ny o f th ese q u esti o ns th a t a r e r el ev a nt to th ei r d ec i si o n ma k i ng need s f o r ex a mp l e p r o g r a mma ti c p r o f essi o na l l ea r ni ng a nd r eso u r c e d ec i si o ns I f stu d ents a r e no t ma k i ng d esi r ed p r o g r ess tea c h er s a nd a d mi ni str a to r s th en c o nsi d er w h eth er c h a ng es a r e need ed i n c u r r i c u l u m a nd i nstr u c ti o n w h i l e a d j u stments c a n sti l l b e ma d e b ef o r e th e end o f th e y ea r I nter i m a ssessments a l so su p p l y i nd i v i d u a l p er f o r ma nc e d a ta T h ese d a ta a r e u sef u l i n i d enti f y i ng i nd i v i d u a l stu d ent s str eng th s a nd l ea r ni ng need s I n a d d i ti o n w h i l e th ese r esu l ts su m u p a p er i o d o f l ea r ni ng th ey c a n a l so b e u sed f o r ma ti v el y i f step s a r e ta k en to r esp o nd to i nd i v i d u a l stu d ent s need s w h i l e th er e i s sti l l ti me w i th i n th e y ea r I n i nsta nc es w h er e no a c ti o n i s ta k en to su p p o r t stu d ent l ea r ni ng th e r esu l ts f r o m th ese a ssessments r ema i n su mma ti v e o nl y If students are not making U si ng d a ta sy stems i nc l u d i ng sp r ea d sh eets i nter i m desired progress teachers a ssessment r esu l ts a r e a g g r eg a ted a nd d i sp l a y ed i n g r a p h s and administrators then a nd c h a r ts so tea c h er s c a n i d enti f y p a tter ns i n th ei r stu d ents consider whether changes p er f o r ma nc e i nter i m a ssessment r esu l ts a r e a l so d i sa g g r eg a ted to p r o v i d e i nf o r ma ti o n o n th e r el a ti v e p er f o r ma nc e o f i nd i v i d u a l s are needed in curriculum a nd su b g r o u p s I t i s i mp o r ta nt th a t tea c h er s a nd a d mi ni str a to r s and instruction while h a v e a d eq u a te p r o f essi o na l l ea r ni ng a nd su p p o r t to p r o p er l y adjustments can still be i nter p r et th e r esu l ts o f i nter i m a ssessments so th ei r c o nc l u si o ns made before the end of the a nd r esp o nses a r e a p p r o p r i a te a nd ef f ec ti v e year I f d i str i c ts sc h o o l s o r i nd i v i d u a l tea c h er s u se c o mmer c i a l l y p r o d u c ed i nter i m a ssessments th ey need to c o nsi d er tec h ni c a l q u a l i ty to ensu r e th a t th e a ssessments a r e a p p r o p r i a te f o r th e i ntend ed p u r p o se a nd th a t th ey a r e f u l l y a l i g ned w i th th e C A C C S S f o r E L A L i ter a c y a nd C A E L D S ta nd a r d s S ee sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter Assessment C h a p ter 8 8 3 7
Snapshot 8 5 Interim Medium Cycle Assessment in Grade One All incoming first graders in a school are assessed at the beginning of the school year on the foundational skills of the CA CCSS for ELA Literacy specifically print concepts phonological awareness phonics and word recognition and fluency Results from their endo f y ea r k i nd er g a r ten a ssessment a r e u sed to d eter mi ne w h i c h sec ti o ns o f th e a ssessment a r e a d mi ni ster ed F o r ex a mp l e i f a stu d ent s r esu l ts i nd i c a te str o ng p er f o r ma nc e o n a mea su r e o f p r i nt c o nc ep ts th a t p a r t o f th e a ssessment i s sk i p p ed a l th o u g h c l o se o b ser v a ti o ns a r e made during class to confirm the previous year s assessments The first grade teachers find th e r esu l ts f r o m th e b eg i nni ng o f th e y ea r a ssessment to b e a u sef u l sta r ti ng p o i nt f o r th ei r i nstr u c ti o na l p l a nni ng p a r ti c u l a r l y b ec a u se stu d ents ma y h a v e ei th er l o st o r ma d e u p g r o u nd d u r i ng th e su mmer I n a d d i ti o n th e tea c h er s a ssess o r o b ta i n h el p to a ssess th e p r i ma r y l a ng u a g e f o u nd a ti o na l l i ter a c y sk i l l s o f th ei r E L s w h o a r e new to th e sc h o o l a nd u se th i s i nf o r ma ti o n f o r i nstr u c ti o na l d ec i si o n ma k i ng Af ter th ese i ni ti a l a ssessments a nd i mp l ementa ti o n o f a p p r o p r i a tel y d esi g ned i nstr u c ti o n stu d ents a r e a d mi ni ster ed i nter i m f o u nd a ti o na l sk i l l s a ssessments ev er y si x w eek s to d eter mi ne p r o g r ess W h i l e th e tea c h er s r eg u l a r l y u se f o r ma ti v e a ssessment p r a c ti c es d u r i ng th ei r i nstr u c ti o n to g a th er ev i d enc e o f stu d ents sk i l l d ev el o p ment a nd to a d j u st i nstr u c ti o n a c c o r d i ng l y th ey u se th e r esu l ts o f th e i nter i m a ssessments to g a u g e th e o v er a l l p r o g r ess o f i nd i v i d u a l s a nd th e c l a ss a s a w h o l e a nd to p r o v i d e i nf o r ma ti o n r eg a r d i ng need ed i mp r o v ements i n th ei r tea c h i ng to ensu r e g r ea ter p r o g r ess T h e tea c h er s a l so u se th e r esu l ts a s a mea ns to ev a l u a te a nd c o r r o b o r a te th ei r o w n j u d g ments a b o u t stu d ents sk i l l d ev el o p ment i n th e p er i o d b etw een th e i nter i m a ssessments a d mi ni str a ti o n Assessing ELD Using Medium Cycle Evidence As w i th a l l med i u m c y c l e a ssessment a ssessi ng p r o g r ess i n E ng l i sh l a ng u a g e d ev el o p ment u si ng i nter i m b enc h ma r k a ssessments o r c l a ssr o o m su mma ti v e su c h a s end o f u ni t q u a r ter a ssessments sh o u l d no t ta k e p r i o r i ty o v er sh o r t c y c l e f o r ma ti v e a ssessment S h o r t c y c l e E L D f o r ma ti v e a ssessment i s a ssessment for l ea r ni ng a nd a l l o w s i mmed i a te tea c h i ng mo v es th a t su p p o r t stu d ent l ea r ni ng as it occurrs M ed i u m c y c l e E L D a ssessment i s a ssessment of l ea r ni ng th a t h a s a l r ea d y o c c u r r ed I t i s ty p i c a l l y no t u sef u l f o r p r o v i d i ng i mmed i a te i nstr u c ti o na l su p p o r t to stu d ents b ec a u se th e a ssessment ev i d enc e i s to o r emo v ed i n ti me f r o m th e l ea r ni ng a nd i s o f ten to o g ener a l M ed i u m c y c l e E L D a ssessments su c h a s c l a ssr o o m su mma ti v e i nc l u d i ng i nter i m b enc h ma r k a ssessments a r e u sef u l h o w ev er f o r ev a l u a ti ng a stu d ent s progress They help teachers reflect on their instructional Periodic progress monitoring p l a nni ng a nd i mp l ementa ti o n a nd ma k e w i th i n y ea r p r o g r a m helps teachers determine d esi g n a nd i nstr u c ti o na l a d j u stments T h ey a l so h el p sc h o o l the status of EL students a nd d i str i c t l ea d er sh i p i d enti f y o r a d j u st p r o f essi o na l l ea r ni ng a nd i nstr u c ti o na l ma ter i a l s d ec i si o ns achievement of unit and P er i o d i c p r o g r ess mo ni to r i ng h el p s tea c h er s d eter mi ne th e intermediate e g withinsta tu s o f E L stu d ents a c h i ev ement o f u ni t a nd i nter med i a te unit quarterly goals toward e g w i th i n u ni t q u a r ter l y g o a l s to w a r d meeti ng p a r ti c u l a r meeting particular CA ELD C A E L D S ta nd a r d s a s th ey p r o g r ess th r o u g h E ng l i sh l a ng u a g e Standards as they progress proficiency levels In addition monitoring helps teachers through English language d eter mi ne i f stu d ents a r e a d v a nc i ng i n E ng l i sh l a ng u a g e proficiency or if they are stalled i n p a r ti c u l a r a r ea s I n o th er proficiency levels w o r d s mo ni to r i ng h el p s tea c h er s k no w i f th ei r stu d ents a r e 8 3 8 C h a p ter 8 Assessment
on track f o r a c h i ev i ng end o f y ea r l ea r ni ng g o a l s d i f f er enti a ted f o r E L s u si ng th e C A E L D S ta nd a r d s so that within year instructional adjustments and refinements can be made For example a fifthg r a d e tea c h er ex a mi nes a q u a r ter l y na r r a ti v e w r i ti ng ta sk th e w h o l e c l a ss c o mp l etes a nd u ses th e C A E L D S ta nd a r d s to a na l y z e h o w E L stu d ents ex p a nd a nd enr i c h i d ea s i n no u n p h r a ses E L D P I I 5 4 U si ng th i s Interim benchmark assessments a p p r o a c h sh e mo ni to r s h o w a n i nd i v i d u a l E L stu d ent should be used judiciously and p r o g r esses th r o u g h o u t th e y ea r A stu d ent w h o b eg a n the school year at an early Expanding level of proficiency intentionally Teachers f o r ex a mp l e mi g h t p r o g r ess th r o u g h th e E x p a nd i ng l ev el ensure that tests match teaching a c r o ss th e na r r a ti v e w r i ti ng sa mp l es a nd p o tenti a l l y and learning goals and that i nto th e ea r l y B r i d g i ng l ev el b y th e end o f th e y ea r valuable instructional time is S i mi l a r l y h i g h sc h o o l tea c h er s d esi g n a tw o mo nth not sacrificed to administer and u ni t o f stu d y w i th a c u l mi na ti ng c u r r i c u l u m emb ed d ed analyze tests or any other type a r g u ment w r i ti ng ta sk T h i s w r i ti ng ta sk p r o v i d es u sef u l med i u m c y c l e E L D a ssessment ev i d enc e i f th e w r i ti ng i s of medium cycle assessment that a na l y z ed f o r d eg r ee o f a tta i nment o f th e l ea r ni ng g o a l s are not critical for monitoring ELD ti ed to p a r ti c u l a r C A E L D S ta nd a r d s e g h o w stu d ents progress a r e u si ng v er b ty p es a nd tenses o r g a ni z i ng th ei r w r i ti ng ex p a nd i ng no u n p h r a ses T h i s a na l y si s h el p s tea c h er s i d enti f y p a tter ns i n stu d ent l ea r ni ng o u tc o mes e g ma ny stu d ents ma y need su p p o r t i n l i nk i ng i d ea s th r o u g h o u t a tex t to c r ea te c o h esi o n a s w el l a s i nd i v i d u a l need s U si ng th e r esu l ts o f th i s a na l y si s tea c h er s p l a n f u r th er i nstr u c ti o n th i s w i th i n y ea r a d j u stment su p p o r ts stu d ents p r o g r ess to w a r d end o f y ea r g o a l s i n E L D I nter i m b enc h ma r k a ssessments sh o u l d b e u sed j u d i c i o u sl y a nd i ntenti o na l l y Au th enti c c l a ssr o o m l ea r ni ng ta sk s r a th er th a n mu l ti p l e c h o i c e tests o r d ec o ntex tu a l i z ed p er f o r ma nc e ta sk s th a t f o c u s o n d i sc r ete g r a mma ti c a l sk i l l s a nd v o c a b u l a r y k no w l ed g e b est i nf o r m o ng o i ng tea c h i ng a nd l ea r ni ng i n E L D T ea c h er s o f E L s a p p r o a c h a l l a ssessments w i th a c r i ti c a l ey e to ensu r e th a t tests ma tc h teaching and learning goals and that valuable instructional time is not sacrificed to administer and a na l y z e tests o r a ny o th er ty p e o f med i u m c y c l e a ssessment th a t a r e no t c r i ti c a l f o r mo ni to r i ng E L D p r o g r ess Long Cycle Assessment Y ea r l y a ssessments su c h a s th e S ma r ter B a l a nc ed S u mma ti v e Assessments a r e l o ng c y c l e a ssessments T h ey ty p i c a l l y a ssess stu d ents ma ster y o f sta nd a r d s a t th e end o f th e g r a d e a nd p r o v i d e stu d ent a c h i ev ement r esu l ts a t sev er a l l ev el s i nc l u d i ng i nd i v i d u a l sc h o o l d i str i c t a nd sta te T h ey su m u p a c h i ev ement a f ter a y ea r o f l ea r ni ng a nd a r e th er ef o r e mo st a p p r o p r i a tel y u sed b y sc h o o l s a nd d i str i c ts to mo ni to r th ei r o w n a nnu a l a nd l o ng i tu d i na l p r o g r ess a nd to d eter mi ne th a t i nd i v i d u a l stu d ents a nd g r o u p s o f stu d ents a r e o n tr a c k a c a d emi c a l l y T h e C E L D T ser v es si mi l a r p u r p o ses w i th r esp ec t to mea su r i ng E L s p r o g r ess to w a r d l ea r ni ng E ng l i sh S c h o o l s a nd d i str i c ts ensu r e th a t stu d ents i n d u a l l a ng u a g e p r o g r a ms a r e ma k i ng stea d y p r o g r ess to w a r d b i l i ter a c y b y i nc l u d i ng a ssessments i n th e r el ev a nt no nE ng l i sh l a ng u a g e L o ng c y c l e a ssessments a l so h el p tea c h er s a nsw er th e f o l l o w i ng q u esti o ns Assessment They long cycle assessments sum up achievement after a year of learning and are therefore most appropriately used by schools and districts to monitor their own annual and longitudinal progress and to determine that individual students and groups of students are on track academically C h a p ter 8 8 3 9
W h a t d i d my o u tg o i ng c l a ss o f stu d ents l ea r n D i d th ey meet th e sta nd a r d s I w a s tea c h i ng th em W h a t d i d my i nc o mi ng c l a ss o f stu d ents l ea r n f r o m l a st y ea r to th i s y ea r W h i c h sta nd a r d s d i d th ey a c h i ev e a nd w h i c h d i d th ey no t a c h i ev e W h a t a r e th e o v er a l l str eng th s a nd a r ea s o f need i n my c l a ss s l ea r ni ng W h a t a r e th e str eng th s a nd a r ea s o f need i n i nd i v i d u a l s a nd g r o u p s l ea r ni ng W h a t a r e th e str eng th s a nd a r ea s o f need i n my c u r r i c u l u m W h a t a r e th e str eng th s a nd a r ea s o f need i n my i nstr u c ti o n H a v e th e i mp r o v ement str a teg i es I w e p u t i n p l a c e w o r k ed W i th d a ta sy stems a ssessment r esu l ts a r e a g g r eg a ted so th a t i nd i v i d u a l tea c h er s a nd sc h o o l s c a n l o o k f o r p a tter ns i n th ei r stu d ents p er f o r ma nc e T h ey a r e a l so d i sa g g r eg a ted to Long cycle assessment p r o v i d e i nf o r ma ti o n o n th e r el a ti v e p er f o r ma nc e o f su b g r o u p s results should be examined a nd th e p er f o r ma nc e o f i nd i v i d u a l stu d ents S c h o o l a nd d i str i c t and discussed by teams of a d mi ni str a to r s u se th ese a ssessment r esu l ts to d eter mi ne educators who sensitively w h i c h stu d ents h a v e a nd h a v e no t met th e sta nd a r d s a nd analyze outcomes i d enti f y th e r el a ti v e str eng th s a nd a r ea s o f need i n c u r r i c u l a responsively adjust a nd p r o g r a ms L o ng c y c l e a ssessment r esu l ts sh o u l d b e ex a mi ned a nd d i sc u ssed b y tea ms o f ed u c a to r s w h o sensi ti v el y instructional programs a na l y z e o u tc o mes r esp o nsi v el y a d j u st i nstr u c ti o na l p r o g r a ms plan professional learning p l a n p r o f essi o na l l ea r ni ng c o l l a b o r a te a nd tea c h collaborate and teach L o ng c y c l e a ssessment r esu l ts a r e a p p r o p r i a tel y u sed f o r sy stem mo ni to r i ng a nd a c c o u nta b i l i ty r ep o r ti ng to p a r ents o n th ei r i nd i v i d u a l c h i l d s a c h i ev ement a d j u stments to p r o g r a ms c u r r i c u l a a nd i nstr u c ti o n f o r th e following school year teachers reflection on their instructional practices and identifying teachers p r o f essi o na l l ea r ni ng need s As i nd i c a ted r esu l ts a l so p r o v i d e a sta r ti ng p o i nt f o r stu d ents tea c h er s i n th e f o l l o w i ng sc h o o l y ea r o f f er i ng a p i c tu r e o f c l a ssr o o m su b g r o u p a nd i nd i v i d u a l str eng th s a nd w ea k nesses S na p sh o t 8 6 p r o v i d es a g l i mp se o f th ese u ses o f l o ng c y c l e a ssessment Snapshot 8 6 L ong Cycle Assessment in G rade Eig ht J u st b ef o r e th e new sc h o o l y ea r sta r ts ei g h th g r a d e E ng l i sh tea c h er M s F l o r a a nd h er ei g h th g r a d e c o l l ea g u es ex a mi ne th ei r i nc o mi ng stu d ents sev enth g r a d e su mma ti v e E L A a ssessment r esu l ts to a nti c i p a te th ei r stu d ents l ea r ni ng need s At th e sa me ti me th ey ex a mi ne th e p r i o r y ea r s C E L D T r esu l ts f o r th ei r i nc o mi ng E L stu d ents so me o f w h o m h a v e b een i n U S sc h o o l s f o r o nl y a c o u p l e o f y ea r s a nd o th er s f o r ma ny y ea r s a s w el l a s a v a i l a b l e data about their literacy proficiency in their primary language The teachers want to make su r e th a t th ey u se a l l a v a i l a b l e i nf o r ma ti o n to d esi g n a p p r o p r i a tel y d i f f er enti a ted i nstr u c ti o n f o r th ei r stu d ents L a st y ea r s r esu l ts su g g est stu d ents ma y need c o nsi d er a b l e su p p o r t i n sev er a l a r ea s i nc l u d i ng c l o se a nd a na l y ti c r ea d i ng sk i l l s w i th r esp ec t to l i ter a tu r e a nd i nf o r ma ti o na l tex t a nd w r i ti ng ef f ec ti v e a r g u ments T o a d d r ess w ea k nesses ev i d ent i n th e sev enth g r a d e su mma ti v e a ssessment r esu l ts M s F l o r a p a y s p a r ti c u l a r a ttenti o n to th e g r a d e ei g h t l i ter a tu r e sta nd a r d s 1 C i te tex tu a l ev i d enc e th a t mo st str o ng l y su p p o r ts a n a na l y si s o f w h a t th e tex t sa y s ex p l i c i tl y a s w el l a s i nf er enc es d r a w n f o r th e tex t R I 7 1 a nd 2 C o mp a r e a nd c o ntr a st th e 8 40 C h a p ter 8 Assessment
Snapshot 8 6 Long Cycle Assessment in Grade Eight cont str u c tu r e o f tw o o r mo r e tex ts a nd a na l y z e h o w th e d i f f er i ng str u c tu r es o f ea c h tex t c o ntr i b u te to i ts mea ni ng a nd sty l e R L 8 5 S h e f o c u ses o n th e p a r a l l el sta nd a r d s f o r i nf o r ma ti o na l tex t a s w el l I n a d d i ti o n to a d d r ess th e w ea k nesses ev i d ent i n th e sev enth g r a d e w r i ti ng r esu l ts sh e w o r k s w i th h er stu d ents ex tensi v el y o n th e f o l l o w i ng sta nd a r d W r i te a r g u ments to support claims with clear reasons and relevant evidence W 6 8 1 W h en sh e ex a mi nes h er stu d ents ei g h th g r a d e E L A su mma ti v e a ssessment r esu l ts a t th e end of the year the first question she considers is whether her students met the standards she identified as in need of considerable instructional attention She is pleased to note that most students achieved proficiency on the targeted reading and writing standards She is satisfied w i th th e o v er a l l r esu l ts a nd f eel s th a t th e i nstr u c ti o na l f o c u s th a t sh e a nd h er c o l l ea g u es identified for the year yielded positive results However some students did not meet the proficient levels on the state assessment so she plans to follow up with her colleagues to ex a mi ne th e d a ta to d eter mi ne i f th er e a r e stu d ents i n o th er c l a sses w h o d i d no t a c h i ev e th e standards She also plans to closely view the data to see where specific areas of need lie and w h eth er th e r esu l ts o f su mma ti v e a ssessment a r e c o nsi stent w i th w h a t sh e o b ser v ed th r o u g h f o r ma ti v e a ssessment a nd i nter i m a ssessments F o r h er E L stu d ents sh e p l a ns to v i ew E L stu d ents r esu l ts i n l i g h t o f th ei r ei g h th g r a d e su mma ti v e C E L D T a ssessment r esu l ts a nd no te any relevant findings This information provides evidence to help guide any changes in her i nstr u c ti o n f o r nex t y ea r s ei g h th g r a d er s S h e a l so k no w s th a t h er c a r ef u l a na l y ses w i l l b e v a l u a b l e i nf o r ma ti o n to p a ss o n to th e ni nth g r a d e tea c h er s Ensuring Accessibility for ELs on Long Cycle Assessments T o ensu r e a n a c c u r a te v i ew o f E L s l ea r ni ng sta tu s d esi g na ted a ssessment su p p o r ts ma y b e need ed T h e i ntent i s no t to g i v e E L stu d ents a n u nf a i r a d v a nta g e o v er th o se w h o d o no t r ec ei v e su c h su p p o r t Ab ed i a nd E w er s 2 0 1 3 R a th er th e g o a l o f a su p p o r t i s to ma k e a n a ssessment mo r e a c c essi b l e f o r E L s a nd to a l l o w stu d ents to d emo nstr a te w h a t th ey k no w a nd can do thereby leveling the playing field and strengthening th e v a l i d i ty o f a ssessment r esu l ts f o r E L s T h e f o l l o w i ng f a c to r s sh o u l d b e c o nsi d er ed w h en sel ec ti ng a ssessment su p p o r ts f o r E L s E f f ec ti v eness A su p p o r t i s ef f ec ti v e i n ma k i ng a n a ssessment mo r e a c c essi b l e to th e r ec i p i ents Rather the goal of a support is to make an assessment more accessible for ELs and to allow students to demonstrate what they know and can do thereby leveling the playing field and strengthening the validity of assessment results for ELs V a l i d i ty A su p p o r t d o es no t a l ter th e f o c a l c o nstr u c t b ei ng a ssessed th a t i s th e o u tc o mes o f su p p o r ted a nd u nsu p p o r ted a ssessments a r e c o mp a r a b l e D i f f er enti a l I mp a c t A su p p o r t i s sensi ti v e to stu d ents b a c k g r o u nd c h a r a c ter i sti c s a nd th ei r academic standing one size may not fit all R el ev a nc e A su p p o r t i s a p p r o p r i a te f o r th e r ec i p i ents F ea si b i l i ty A su p p o r t i s l o g i sti c a l l y f ea si b l e to i mp l ement i n th e a ssessment setti ng Ab ed i a nd E w er s 2 0 1 3 4 Assessment C h a p ter 8 8 41
T h e S ma r ter B a l a nc ed Assessment C o nso r ti u m o f f er s u ni v er sa l emb ed d ed o nl i ne to o l s th a t i mp r o v e th e a c c essi b i l i ty f o r a l l stu d ents sev er a l emb ed d ed d esi g na ted su p p o r ts th a t i mp r o v e a c c essi b i l i ty f o r E L s a nd a c c o mmo d a ti o ns f o r stu d ents w i th d i sa b i l i ti es a s r eq u i r ed b y th ei r i nd i v i d u a l i z ed ed u c a ti o n p r o g r a m I E P o r 5 0 4 p l a n S ma r ter B a l a nc ed 2 0 1 3 b E x a mp l es o f d esi g na ted su p p o r ts d ep end i ng o n th e ty p e o f a ssessment i nc l u d e b i l i ng u a l g l o ssa r i es tr a nsl a ted test d i r ec ti o ns a nd tex t to sp eec h f ea tu r es T h e ty p e o f su p p o r t u sef u l to E L s v a r i es d ep end i ng o n th e stu d ent s a g e a nd l ev el o f E ng l i sh language proficiency as well as the subject area assessed type of assessment task and other factors S ee U sa b i l i ty Ac c essi b i l i ty a nd Ac c o mmo d a ti o ns G u i d el i nes f r o m S ma r ter B a l a nc ed 2 0 1 4 l o c a ted a t h ttp w w w sma r ter b a l a nc ed o r g w o r d p r ess w p c o ntent u p l o a d s 2 0 1 4 0 8 S ma r ter B a l a nc ed _ G u i d el i nes p d f Additional Methods of Medium and Long Cycle Assessment Ad d i ti o na l meth o d s f o r ev a l u a ti ng stu d ent a c h i ev ement i n med i u m o r l o ng c y c l es i nc l u d e r u b r i c s a nd stu d ent p o r tf o l i o s Rubrics P er f o r ma nc e a ssessments th a t r eq u i r e stu d ents to d emo nstr a te l ea r ni ng th r o u g h a n o r a l w r i tten o r mu l ti mo d a l p er f o r ma nc e ta sk e g a p r esenta ti o n a r ep o r t c a n b e ev a l u a ted a c c o r d i ng to a rubric A commonly accepted definition of a rubric is a document that articulates the expectations for a n a ssi g nment b y l i sti ng th e c r i ter i a o r w h a t c o u nts a nd d esc r i b i ng l ev el s o f q u a l i ty And r a d e a nd o th er s 2 0 0 9 C r i ter i a r el a te to th e l ea r ni ng th a t stu d ents a r e b ei ng a sk ed to d emo nstr a te r a th er th a n th e ta sk s th emsel v es a nd th ey sh o u l d p r o v i d e c l ea r d esc r i p ti o ns o f p er f o r ma nc e a c r o ss a c o nti nu u m of quality Brookhart 2013 The criteria are linked to standards and reflect what is required to meet a specific standard or cluster of standards D esc r i p ti o ns o f p er f o r ma nc e a r e u su a l l y p r esented w i th i n sc o r e l ev el s a nd th e nu mb er o f sc o r e l ev el s d ep end s o n th e ex tent to w h i c h c r i ter i a a c r o ss th e l ev el s c a n d i sti ng u i sh a mo ng v a r y i ng d eg r ees o f u nd er sta nd i ng a nd sk i l l s T h e k no w l ed g e a nd sk i l l s a t o ne l ev el d i f f er d i sti nc ti v el y f r o m th o se a t o th er l ev el s L a ne 2 0 1 3 C o mmer c i a l l y p r o d u c ed p er f o r ma nc e a ssessments u sed f o r h i g h sta k es a ssessment p u r p o ses e g p l a c ement o r end o f y ea r g r a d es sh o u l d p r o v i d e ev i d enc e o f th ei r tec h ni c a l q u a l i ty S ee th e sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter E x a mp l es o f ev i d enc e i nc l u d e review by language and literacy experts review to ensure cultural and language sensitivity and field tests th a t d emo nstr a te th a t th e r u b r i c d i f f er enti a tes p er f o r ma nc e a c r o ss l ev el s o f th e r u b r i c a nd a c r o ss g r a d es F o r c l a ssr o o m a ssessment i n si tu a ti o ns w h er e sta k es a r e no t so h i g h tea c h er s so meti mes i n c o l l a b o r a ti o n w i th stu d ents c a n d ev el o p r u b r i c s f o r p er f o r ma nc e a ssessments C o c o nstr u c ti o n o f r u b r i c s w i th stu d ents i s a p o w er f u l w a y to b u i l d stu d ent u nd er sta nd i ng a nd a c c ep ta nc e o f ex p ec ta ti o ns W h en c r ea ti ng r u b r i c s th r ee p o i nts a r e i mp o r ta nt F i r st r u b r i c s sh o u l d ex p r ess a s c l ea r l y a nd Performance assessments c o nc i sel y a s p o ssi b l e th e ex p ec ted p er f o r ma nc e a t ea c h that require students to l ev el T h er ef o r e i t i s i mp o r ta nt to a v o i d a mb i g u o u s l a ng u a g e B ef o r e u si ng th e r u b r i c th e l a ng u a g e o f th e demonstrate learning through r u b r i c i s ex p l a i ned to stu d ents S ec o nd ex p ec ta ti o ns a r e an oral written or multimodal c o mmu ni c a ted th r o u g h no n p ej o r a ti v e d esc r i p ti o ns o f w h a t performance task e g a performance looks like at each level reflecting a growth presentation a report can mindset Third the gradations of quality are specifically be evaluated according to a a r ti c u l a ted a c r o ss l ev el s F i g u r e 8 6 p r esents a n ex a mp l e o f a r u b r i c f o r sc o r i ng a n essa y T h e d i mensi o ns o f th e r u b r i c rubric a r e l i sted o n th e l ef t h a nd si d e a nd th e c r i ter i a a r e c l ea r l y d esc r i b ed a c r o ss f o u r l ev el s o f p er f o r ma nc e a l o ng th e to p 8 42 C h a p ter 8 Assessment
Assessment C h a p ter 8 8 43 ord choice S p c a c o g r S p c a a r a r p u nc tu a ti o n a nd a ti o n a r e u su a l l y S o me p r o b l ems w i th r M o stl y w el l c o nstr u c ted sentenc es S o me v a r i ety i n b eg i nni ng s a nd l eng th S entenc es a r e c l ea r c o mp l ete b eg i n i n d i f f er ent w a y s a nd v a r y i n l eng th el l i ng p i ta l i z r r ec t a mma T h e w o r d s u sed a r e c o r r ec t w i th a f ew a ttemp ts a t v i v i d l a ng u a g e T h e w o r d s u sed a r e d esc r i p ti v e b u t na tu r a l v a r i ed a nd v i v i d el l i ng p u nc tu a ti o n p i ta l i z a ti o n a nd g r a mma r e c o r r ec t O nl y mi no r ed i ts e need ed T h e sty l e a nd to ne a r e a p p r o p r i a te T h e w r i ter s p er sp ec ti v e f a d es i n a nd o u t T h e w r i ti ng h a s a c l ea r p er sp ec ti v e so p h i sti c a ted sty l e a nd a p p r o p r i a te to ne th a t h s i c a nd ma i n Source And r a d e H ei d i G 2 0 1 3 Essay Scoring Rubric U np u b l i sh ed d o c u ment Conv entions Sentence F luency W V oice and T one O rg aniz ation r i ter s p er sp ec ti v e i s r e T h e p a p er sh o w s w a r eness o f a u d i enc e u r p o se T h er e a r e eno u g h er r o r s to ma k e th e w r i ti ng h a r d to r ea d M a ny p o o r l y c o nstr u c ted sentenc es L i ttl e v a r i ety i n b eg i nni ng s o r l eng th T h e w o r d s u sed a r e o r d i na r y S o me ma y so u nd f o r c ed o r c lic h d T h ew o b sc u l i ttl e a a nd p n a ttemp t a t o r end i ng seem o u t o f b l ems w i th T h e p a p er h a s a a b eg i nni ng a nd S o me i d ea s ma y o r d er S o me p r o p a r a g r a p h s T h e p a p er h a s a b eg i nni ng mi d d l e a nd end i n a n o r d er th a t ma k es sense P a r a g r a p h s a r e i nd ented so me h a v e to p i c a nd c l o si ng sentenc es T h e p a p er h a s a n i nter b eg i nni ng d ev el o p ed mi d d l e a nd sa ti sf y i ng c o nc l u si o n i n a n o r d er ma k es sense P a r a g r a p a r e i nd ented h a v e to p c l o si ng sentenc es a nd i d ea s I deas and Content esti ng An o p i ni o n i s g i v en T h e su p p o r t f o r i t tend s to b e w ea k o r i na c c u r a te M a y g et o f f to p i c T h e essa y h a s a c l ea r th esi s C o mp a r i so ns b etw een th e a r t w o r k s a r e ma d e T h e discussion of influences mi g h t b e th i n T h e essa y h a s a c l ea r th esi s a nd su p p o r ts i t w i th ev i d enc e R el ev a nt c o mp a r i so ns b etw een th e p a i nti ng s a r e ma d e R ea so ns f o r th e si mi l a r i ti es a nd d i f f er enc es a r e d i sc u ssed i n terms of the influence of one a r t mo v ement o n a no th er 2 3 4 Dimensions Figure 8 6 Essay Scoring Rubric er e i s no end i ng sel y str u ra g ra p h r ea l b eg i nni ng T h e i d ea s seem ng to g eth er P o o r f o r ma tti ng The writing is difficult to u nd er sta nd b ec a u se o f er r o r s I nc o mp l ete r u n o n a nd a w k w a r d sentenc es ma k e th e p a p er h a r d to r ea d T h e sa me w o r d s a r e u sed r ep ea ted l y so me i nc o r r ec tl y The writing is flat lacks a p er sp ec ti v e a nd u ses a n i na p p r o p r i a tel y f o r ma l o r i nf o r ma l sty l e a nd to ne T h o r lo o p a T h e th esi s a nd su p p o r t f o r i t i s b u r i ed c o nf u sed a nd o r u nc l ea r 1
I t i s p r ef er a b l e f o r tea c h er s to d esi g n r u b r i c s c o l l eg i a l l y a s a g r o u p r a th er th a n a s i nd i v i d u a l s T a k i ng a d v a nta g e o f h o w sc h o o l tea ms a l r ea d y w o r k to g eth er a nd ensu r i ng th a t a p p r o p r i a te c o ntent ex p er ti se i s r ep r esented a r e u sef u l o p er a ti ng p r o c ed u r es f o r r u b r i c d ev el o p ment B r o o k h a r t 2 0 1 3 There is no specified frequency with which teachers should use rubrics The use of a rubric depends o n i ts p u r p o se B r o o k h a r t 2 0 1 3 F o r ex a mp l e a r u b r i c ma y b e u sed a t r eg u l a r i nter v a l s d u r i ng a w r i ti ng a ssi g nment o r o nc e ea c h w eek to a ssess o r a l r ea d i ng G i v en th e ti me a nd ef f o r t r eq u i r ed to d ev el o p q u a l i ty r u b r i c s i t i s i mp o r ta nt to i d enti f y l ea r ni ng g o a l s o r sta nd a r d s th a t a r e b est a ssessed b y p er f o r ma nc e ta sk s a nd r u b r i c s so th a t th e i nv estment i n th ei r d ev el o p ment i s w o r th w h i l e Ar ter a nd C h a p p u is 2 0 0 6 R u b r i c s c a n i mp r o v e stu d ent p er f o r ma nc e a s w el l a s mo ni to r i t b y ma k i ng tea c h er s ex p ec ta ti o ns c l ea r a nd b y Rubrics can improve student sh o w i ng stu d ents h o w to meet th ese ex p ec ta ti o ns W h en performance as well as tea c h er s p r o v i d e a n ev a l u a ti o n o f stu d ent w o r k u si ng a monitor it by making r u b r i c i t sh o u l d b e c l ea r to stu d ents w h a t th ey need to d o teachers expectations clear to i mp r o v e i n th e f u tu r e R u b r i c s a l so su p p o r t stu d ent sel f and by showing students how a nd p eer a ssessment S ee th e sec ti o n i n th i s c h a p ter o n to meet these expectations stu d ent i nv o l v ement f o r mo r e i nf o r ma ti o n o n sel f a nd p eer a ssessment R u b r i c s a r e p a r ti c u l a r l y u sef u l f o r a ssessi ng o r a l l a ng u a g e d ev el o p ment p a r ti c u l a r l y f o r E L s F o r ex a mp l e r u b r i c s c a n f o c u s tea c h er s a ttenti o n o n p a r ti c u l a r d i sc o u r se p r a c ti c es g r a mma ti c a l str u c tu r es a nd v o c a b u l a r y a s th ey o b ser v e a nd l i sten to stu d ents c o l l a b o r a ti v e d i sc u ssi o ns o r a l p r esenta ti o ns a nd i nf o r ma l c o nv er sa ti o ns T h ese o b ser v a ti o ns th en g u i d e i nstr u c ti o na l d ec i si o nma k i ng i nc l u d i ng w a y s to str u c tu r e c o nv er sa ti o ns a nd p r o d u c ti v e g r o u p w o r k h o w to mo d el d i f f er ent u ses o f E ng l i sh a nd h o w to p r o v i d e a mp l e ex p o su r e to r i c h o r a l l a ng u a g e i nc l u d i ng f r o m p eer s T h e C A C C S S f o r E L A L i ter a c y a nd th e C A E L D S ta nd a r d s c a n b e u sed to d esi g n r u b r i c s to g a u g e stu d ents p r o g r ess i n o r a l l a ng u a g e i nc l u d i ng v o c a b u l a r y a nd p r esenta ti o ns c o l l a b o r a ti v e d i sc u ssi o ns w r i ti ng a nd o th er a r ea s o f th e c u r r i c u l u m G i v en th e i nter r el a ted na tu r e o f th e tw o sets o f sta nd a r d s tea c h er s c r ea te i nteg r a ted r u b r i c s th a t u se b o th sets o f sta nd a r d s a s w el l a s th e sta nd a r d s c o mp a ni o n a p p end i c es a nd d o c u ments to a v o i d c r ea ti ng mu l ti p l e r u b r i c s f o r th e sa me ta sk s Portfolios S tu d ent p o r tf o l i o s a r e a no th er u sef u l so u r c e o f ev i d enc e f o r ma k i ng j u d g ments a b o u t stu d ent l ea r ni ng A p o r tf o l i o i s a sy stema ti c c o l l ec ti o n o f stu d ent w o r k a nd r el a ted ma ter i a l s th a t tel l s th e sto r y o f a stu d ent s a c ti v i ti es p r o g r ess a nd a c h i ev ement i n a g i v en su b j ec t a r ea Ar ter a nd S p a nd el 1 9 9 2 V enn 2 0 0 0 P o r tf o l i o s c a n p r o v i d e a p r o g r essi v e r ec o r d o f stu d ent g r o w th o r th ey c a n b e u sed to demonstrate mastery of specific learning goals and contain samples only of a student s highest a c h i ev ement V enn 2 0 0 0 P o r tf o l i o s a r e c o nsi d er ed ei th er med i u m o r l o ng c y c l e a ssessments d ep end i ng o n th e l eng th o f th e l ea r ni ng p er i o d c o v er ed Whatever the purpose of the portfolio sufficient samples related to specific learning goals should b e i nc l u d ed to ena b l e a n ev a l u a ti o n o f ei th er g r o w th o r a c h i ev ement C h a p p u i s a nd o th er s 2 0 1 2 The specific learning goals are aligned to standards and the evidence included in the portfolio reflects either students progress toward meeting standards or achievement of specific standards P o r tf o l i o s c a n i nc l u d e a r a ng e o f ev i d enc e stu d ent l ea r ni ng g o a l s sa mp l es o f w r i tten w o r k i ma g es o f w o r k sa mp l es e g d i g i ta l i ma g es o f mo d el s o r o th er r ep r esenta ti o ns a u d i o sa mp l es e g student narratives oral presentations or read alouds video files e g student performances ASLsigned presentations student reflections teacher observations teacher student conference notes a nd d o c u menta ti o n o f a ny o th er a ssessment r esu l ts D i g i ta l p o r tf o l i o s a l l o w stu d ents to a ssemb l e a nd p u b l i c l y p r esent th ei r w o r k Assemb l i ng a p o r tf o l i o d i r ec tl y i nv o l v es stu d ents i n sel ec ti ng i ts c o ntents 8 44 C h a p ter 8 Assessment
as well as reflecting on the reasons selections were made what they represent and what they show a b o u t stu d ents l ea r ni ng Ar ter a nd S p a nd el 1 9 9 2 C h a p p u i s a nd o th er s 2 0 1 2 T h e f o l l o w i ng a r e q u esti o ns tea c h er s sh o u l d k eep i n mi nd w h en u si ng p o r tf o l i o s H o w r ep r esenta ti v e i s th e w o r k i nc l u d ed i n th e p o r tf o l i o o f w h a t stu d ents c a n r ea l l y d o D o th e p o r tf o l i o p i ec es r ep r esent c o a c h ed w o r k i nd ep end ent w o r k o r g r o u p w o r k D o th e p o r tf o l i o p i ec es r ep r esent stu d ent l a ng u a g e a nd l i ter a c y p r o g r ess a c r o ss th e c o ntent a r ea s H o w w el l d o th e p o r tf o l i o i tems ma tc h sta nd a r d s Ar e th er e c l ea r c r i ter i a f o r j u d g i ng th e w o r k a nd d o th e c r i ter i a r ep r esent th e mo st r el ev a nt d i mensi o ns o f stu d ent w o r k p r o d u c ts I s th er e a meth o d f o r ensu r i ng th a t ev a l u a ti o n c r i ter i a a r e a p p l i ed c o nsi stentl y a nd a c c u r a tel y Ar ter a nd S p a nd el 1 9 9 2 Assembling a portfolio directly involves students in selecting its contents as well as reflecting on the reasons selections were made what they represent and what they show about students learning W el l d ev el o p ed c r i ter i a a r e u sed to ev a l u a te p o r tf o l i o i tems a nd esta b l i sh th e sc o r i ng p r o c ess e g th e nu mb er o f r a ter s w h en sc o r i ng ta k es p l a c e I t i s a l so i mp o r ta nt to c o mmu ni c a te w h eth er th e p o r tf o l i o i s to b e r a ted a s a w h o l e o r a s i nd i v i d u a l sa mp l es a nd i f so h o w th e i tems a r e w ei g h ted F o r ex a mp l e a r e v i d eo p er f o r ma nc es o f stu d ents sp o k en l a ng u a g e w ei g h ted mo r e o r l ess th a n th ei r w r i tten a r ti f a c ts P o r tf o l i o s a l so p r o v i d e v a l u a b l e i nf o r ma ti o n a b o u t stu d ent p r o g r ess to p a r ents p a r ti c u l a r l y th e p a r ents o f E L s a nd o th er l a ng u a g e mi no r i ty stu d ents w h o ma y no t b e c o mp l etel y f a mi l i a r w i th U S sc h o o l i ng p r a c ti c es a nd sy stems P o r tf o l i o s d esi g ned to tell the story o f stu d ent g r o w th d u r i ng a p a r ti c u l a r ti me f r a me c o mmu ni c a te to p a r ents h o w th ei r c h i l d r en a r e d ev el o p i ng i n a v a r i ety o f a r ea s v a l u ed b y th e sta nd a r d s a nd c u r r i c u l a T h i s i nf o r ma ti o n c a n h el p p a r ents su p p o r t th ei r stu d ents c o nti nu ed d ev el o p ment a nd ex p a nd o p p o r tu ni ti es f o r c o l l a b o r a ti o n b etw een sc h o o l s a nd f a mi l i es Student Involvement W h a tev er th e a ssessment c y c l e o ne g o a l o f a ssessment i s to p r o mo te a p o si ti v e o r i enta ti o n to l ea r ni ng f o r stu d ents Assessment p a r ti c u l a r l y w h en sta k es a r e a tta c h ed c r ea tes a str o ng r ea so n f o r l ea r ni ng H o w ev er a ssessment c a n a l so i mp a c t th e l ea r ner s w i l l i ng ness d esi r e a nd c a p a c i ty to l ea r n H a r l en a nd D ea k i n C r i c k 2 0 0 2 F o r ex a mp l e i f p a ssi ng th e test b ec o mes th e r ea so n f o r l ea r ni ng th en stu d ents r u n th e r i sk o f d ev el o p i ng a p er f o r ma nc e o r i enta ti o n r a th er th a n a l ea r ni ng a nd ma ster y o r i enta ti o n Ames a nd Ar c h er 1 9 8 8 D w ec k 1 9 9 9 2 0 0 6 S tu d ents w i th a p er f o r ma nc e o r i enta ti o n tend to u se p a ssi v e r a th er th a n a c ti v e l ea r ni ng str a teg i es th ey a v o i d l ea r ni ng c h a l l eng es a nd th ei r l ea r ni ng tend s to b e sh a l l o w r a th er th a n d eep C r o o k s 1 9 8 8 H a r l en a nd J a mes 1 9 9 7 W h i l e tea c h er s c a n h el p stu d ents l ea r n o nl y stu d ents c a n a c tu a l l y d o th e l ea r ni ng F o r th i s r ea so n su c c essf u l Whatever the assessment a c h i ev ement o f sta nd a r d s r eq u i r es stu d ents to d ev el o p a cycle one goal of assessment l ea r ni ng o r i enta ti o n ev i d enc ed b y a n i nter est i n l ea r ni ng a nd is to promote a positive meeti ng c h a l l eng es a nd a b el i ef th a t ef f o r t eng a g ement i n orientation to learning l ea r ni ng a nd th e d ev el o p ment o f l ea r ni ng str a teg i es l ea d to for students Assessment i nc r ea sed a c h i ev ement particularly when stakes are I f stu d ents a r e i nv o l v ed i n th e a ssessment p r o c ess th ey a r e mo r e l i k el y to d ev el o p a l ea r ni ng o r i enta ti o n th a n attached creates a strong i f th ey a r e so l el y p a ssi v e r ec i p i ents o f test sc o r es T h ey a r e reason for learning a l so mo r e l i k el y to d ev el o p sk i l l s i n setti ng g o a l s ma na g i ng Assessment C h a p ter 8 8 45
th e p u r su i t o f th o se g o a l s a nd sel f mo ni to r i ng a l l stu d ent i nv o l v ement i n th e a ssessment p r o c ess i s v C r u c i a l to stu d ent i nv o l v ement i n a ssessment f eed i nsi g h t i nto th ei r o w n l ea r ni ng a nd u nd er sta nd i ng i mp o r ta nt 2 1 st c entu r y sk i l l s N R C 2 0 1 2 Ac ti v e i ta l i n d ev el o p i ng stu d ent sel f d i r ec ti o n i n l ea r ni ng b a c k i s a c r i ti c a l f a c to r i n d ev el o p i ng stu d ents N R C 1 9 9 9 O E C D 2 0 0 5 Feedback F eed b a c k i nd i c a tes to stu d ents w h a t th ey h a v e d o ne Feedback indicates to students w el l th e d eg r ee to w h i c h th ey h a v e met l ea r ni ng g o a l s what they have done well the a nd w h a t th ey c a n d o nex t to i mp r o v e th ei r l ea r ni ng B a ng er t D r o w ns a nd o th er s 1 9 9 1 I mp o r ta ntl y f eed b a c k degree to which they have met f r o m tea c h er s o r p eer s sh o u l d f o c u s o n ta sk s p r o c esses learning goals and what they stu d ents u se a nd stu d ents sel f r eg u l a ti o n r a th er th a n o n can do next to improve their stu d ents th emsel v es K l u g er a nd D eN i si 1 9 9 6 H a tti e a nd learning T i mp er l ey 2 0 0 7 F eed b a c k esp ec i a l l y p eer f eed b a c k sh o u l d a v o i d ma k i ng c o mp a r i so ns w i th o th er stu d ents B l a c k a nd W i l i a m 1 9 9 8 W i l i a m 2 0 0 7 As W i l i a m 2 0 1 1 su g g ests f eed b a c k sh o u l d p r o mp t a cognitive r ea c ti o n i n w h i c h th e l ea r ner f o c u ses o n a c ti v e step s to a c h i ev e ma ster y a nd no t a n emotional r ea c ti o n i n w h i c h th e l ea r ner ex p er i enc es a nx i ety o r emb a r r a ssment L o ng a nd med i u m c y c l e a ssessments u su a l l y p r o d u c e a sc o r e i nd i c a ti ng th e sta tu s o f a c h i ev ement W h i l e th e sc o r es ty p i c a l l y tel l stu d ents what th ey h a v e a c h i ev ed th ey d o no t tel l th em how o r why th ey a c h i ev ed w h a t th ey d i d T h e r o l e o f tea c h er f eed b a c k i n r el a ti o n to th ese ty p es o f a ssessment r esu l ts i s to h el p stu d ents u nd er sta nd w h er e th ey w er e su c c essf u l o r no t a nd to set g o a l s w i th stu d ents th a t i nf o r m th em a b o u t w h er e a nd h o w th ey need to i mp r o v e T h i s a p p r o a c h r eq u i r es th a t tea c h er s sp end ti me w i th stu d ents d i sc u ssi ng a ssessment r esu l ts a nd setti ng g o a l s a nd str a teg i es f o r i mp r o v ement E v en w h en tea c h er s u se r u b r i c s a nd p r o v i d e ev a l u a ti v e sc o r es stu d ents still need feedback about how to improve Although time consuming the benefit for students is more a ssessment tr a nsp a r enc y a nd i nc r ea sed g o a l o r i enta ti o n a nd o w ner sh i p o f f u tu r e l ea r ni ng W h en c o nsi d er i ng f eed b a c k to g i v e E L stu d ents o n th ei r d ev el o p i ng E ng l i sh l a ng u a g e u se tea c h er s should focus first and foremost on effective communication and meaning making They take note of l a ng u a g e r eso u r c es e g v o c a b u l a r y g r a mma ti c a l str u c tu r es d i sc o u r se mo v es stu d ents emp l o y a nd p l a n w a y s w i th stu d ents to i nc r ea se th ei r u se T ea c h er s enc o u r a g e E L stu d ents to ta k e r i sk s w h en u si ng E ng l i sh a nd esta b l i sh a sa f e a nd su p p o r ti v e env i r o nment i n w h i c h stu d ents a r e f r ee to ma k e mistakes th a t a r e i n f a c t no r ma l d ev el o p menta l step s i n a p p r o x i ma ti ng c o mp l ex a c a d emi c u ses o f a d v a nc ed E ng l i sh F o r ex a mp l e a stu d ent mi g h t a sk H o w f a st th e l a v a g o I f a tea c h er sto p s to c o r r ec t th e stu d ent s g r a mma r When considering e g to tel l th e stu d ent th ey mu st u se th e w o r d does th e f o c u s feedback to give o n mea ni ng c a n b e l o st a nd th e stu d ent ma y b e d i sc o u r a g ed f r o m EL students on their ta k i ng f u r th er r i sk s I nstea d tea c h er s th i nk c a r ef u l l y a b o u t w h en developing English a nd h o w to p r o v i d e f eed b a c k o n p a r ti c u l a r a sp ec ts o f stu d ents l a ng u a g e u se i nc l u d i ng g r a mma ti c a l str u c tu r es v o c a b u l a r y a nd language use teachers r eg i ster T h e tea c h er ma y a t th a t mo ment si mp l y a c k no w l ed g e th e should focus first and stu d ent s q u esti o n a nd r ec a st th e sta tement th er eb y p r o v i d i ng foremost on effective i mp l i c i t f eed b a c k T h a t s a g r ea t q u esti o n H o w f a st d o es th e communication and lava flow Let s read to find out In this example the teacher meaning making a l so w r i tes th e r ec a st q u esti o n o n a c h a r t o r u si ng a d o c u ment c a mer a to p r o v i d e a v i su a l r ei nf o r c ement o f th e o r a l mo d el i ng a nd r ef er r i ng to a l i st o f q u esti o ns stu d ents h a v e g ener a ted th e c l a ss c h o r a l l y r ea d s th em to g eth er I n a d d i ti o n th e tea c h er no tes w h a t th e i nd i v i d u a l stu d ent sa i d a nd ma k es p l a ns to a d d r ess th e g r a mma ti c a l str u c tu r e o f q u esti o ns mo r e ex p l i c i tl y d u r i ng d esi g na ted E L D T h ese ex a mp l es d o 8 46 C h a p ter 8 Assessment
no t i mp l y th a t ex p l i c i t a ttenti o n to E ng l i sh l a ng u a g e d ev el o p ment sh o u l d no t o c c u r d u r i ng c o ntent i nstr u c ti o n R a th er th e w a y i n w h i c h f eed b a c k i s p r o v i d ed i s c a r ef u l l y c o nsi d er ed to ma x i mi z e stu d ent mea ni ng ma k i ng a nd r i sk ta k i ng O v er c o r r ec ti o n p a r ti c u l a r l y w h en i t f eel s to th e stu d ent l i k e r i d i c u l e e g c o nsta ntl y the way in which feedback r eq u i r i ng a stu d ent to r ep ea t u tter a nc es i n g r a mma ti c a l l y is provided is carefully c o r r ec t a nd c o mp l ete sentenc es o r c h a sti si ng a stu d ent f o r no t u si ng sta nd a r d E ng l i sh p r o nu nc i a ti o n i s no t ef f ec ti v e considered to maximize f eed b a c k O v er c o r r ec ti o n d etr a c ts f r o m c o ntent k no w l ed g e student meaning making and d ev el o p ment a nd d i sc o u r a g es E L a nd no n E L stu d ents f r o m risk taking p a r ti c i p a ti ng i n c o nv er sa ti o ns a nd w r i ti ng th ei r i d ea s f r eel y th u s i mp ed i ng th ei r l a ng u a g e d ev el o p ment Snapshot 8 7 Student I nv olv ement in Assessment in G rade F our M i ss N i eto a f o u r th g r a d e tea c h er h a s a d i sc u ssi o n w i th ea c h o f h er stu d ents a b o u t th ei r r ea d i ng sc o r es f r o m a n i nter i m a ssessment I n h er meeti ng w i th H enr y sh e no tes th a t h e h a s d o ne w el l o n th e i tems r el a ted to u si ng ex p l i c i t d eta i l s a b o u t th e tex t a nd su mma r i z i ng c entr a l i d ea s a nd i s o n tr a c k to meet th e a sso c i a ted sta nd a r d s S h e a l so d i sc u sses w i th H enr y th a t h i s sc o r es i nd i c a te th a t h e i s no t a s str o ng i n u si ng su p p o r ti ng ev i d enc e to j u sti f y o r i nter p r et h o w i nf o r ma ti o n i s p r esented M i ss N i eto a nd H enr y h a v e a c o nv er sa ti o n a b o u t w h y h e th i nk s h e sc o r ed l o w er o n th ese i tems H e tel l s h er th a t h e th i nk s h e i s b eg i nni ng to b etter u nd er sta nd how to use evidence for justification but it continues to be difficult for him She suggests that th i s sh o u l d b e so meth i ng h e c o nsc i o u sl y f o c u ses o n i mp r o v i ng b etw een no w a nd th e nex t i nter i m a ssessment a nd sh e p r o v i d es so me i d ea s to su p p o r t h i s l ea r ni ng F eed b a c k i s p a r ti c u l a r l y sa l i ent i n th e c o ntex t o f f o r f eed b a c k i n th r ee w a y s f r o m th ei r tea c h er s f r o m p eer p u r p o se o f th e f eed b a c k i s to c l o se th e g a p b etw een th l esso n g o a l s S a d l er 1 9 8 9 I t i s c r i ti c a l l y i mp o r ta nt th a f eed b a c k o th er w i se i t d o es no t ser v e th e i ntend ed p u r ma ti v e a ssessment S tu s a nd th r o u g h th ei r o w e stu d ent s c u r r ent l ea r t stu d ents b e g i v en o p p p o se d ents c a n r ec ei v e n sel f a ssessment T h e ni ng sta tu s a nd th e o r tu ni ti es to use th e Teacher Feedback T h r ee c a teg o r i es o f q a d a p ted f r o m H a tti e 2 0 1 a i m o f b u i l d i ng stu d ents p r o c ess 1 W h er e a m I g o i ng u esti o ns p r o v i d e a f r a me f o r f eed b a c k to stu d ents i n f o r ma ti v e a ssessment 2 1 3 0 T h e q u esti o ns a r e c r a f ted f r o m th e stu d ents p er sp ec ti v e w i th th e i nv o l v ement a nd o w ner sh i p o f l ea r ni ng th r o u g h th e f o r ma ti v e a ssessment W h a t a r e my g o a l s 2 W h er e a m I no w W h a t p r o g r ess a m I ma k i ng to w a r d s th e g o a l 3 W h er e to nex t W h a t d o I need to d o to ma k e b etter p r o g r ess To answer the first questions both teachers and students need to be clear about the goal or ta r g et o f th e l ea r ni ng a nd w h a t c o nsti tu tes su c c essf u l p er f o r ma nc e o f l ea r ni ng Answ er i ng th e sec o nd set r eq u i r es tea c h er s a nd stu d ents to el i c i t a nd i nter p r et ev i d enc e o f l ea r ni ng I n o th er w o r d s th ey need to d ec i d e w h er e stu d ents l ea r ni ng c u r r entl y sta nd s i n r el a ti o n to th e l ea r ni ng g o a l Answ er i ng th e th i r d set o f q u esti o ns g u i d es stu d ents to ta k e nex t a c ti o n step s to w a r d meeti ng th e l ea r ni ng g o a l T ea c h er f eed b a c k i s r eq u i r ed f o r stu d ents to a nsw er th e sec o nd a nd th e th i r d sets o f q u esti o ns T ea c h er f eed b a c k i nd i c a tes to stu d ents w h er e th ey h a v e b een su c c essf u l a nd p r o v i d es h i nts o r c u es a b o u t w h a t to d o nex t Assessment C h a p ter 8 8 47
Snapshot 8 8 T eacher F eedback in G rade O ne Kathleen a first grader is preparing to read aloud to her teacher Before she begins Mr S i l v er stei n r emi nd s h er to th i nk a b o u t th e r ea d i ng str a teg i es th ey h a v e b een u si ng T h e tex t sta tes Fish swim in the river K a th l een r ea d i ng v er y sl o w l y sa y s Fish swim in the water No That s not water It doesn t begin with w R sa y s l etter na me r l etter so u nd i v River Fish swim in the river M r S i l v er stei n p r o v i d es f eed b a c k a f ter Kathleen finishes reading the sentence You did a very good job of using your decoding strategies to read the text accurately Let s keep on reading and while you are reading think about whether what you are reading makes sense It needs to Also think about whether what you are seeing that is the letters and letter combinations matches with what you are reading You did that when you noticed that water could not be the right word Water made sense but the letters indicated a different equally sensible word river Peer Feedback P eer s a r e a l so so u r c es o f f eed b a c k f o r l ea r ni ng P eer f eed b a c k h a s a nu mb er o f a d v a nta g es b o th f o r th o se Peer feedback has a number stu d ents p r o v i d i ng th e f eed b a c k a nd th o se r ec ei v i ng i t I t of advantages both for i nv o l v es th i nk i ng a b o u t l ea r ni ng a nd c a n d eep en stu d ents u nd er sta nd i ng o f th ei r o w n l ea r ni ng R esea r c h sh o w s th a t th e those students providing individuals providing feedback benefit just as much as the the feedback and those r ec i p i ents b ec a u se th ey a r e f o r c ed to i nter na l i z e th e l ea r ni ng receiving it It involves g o a l s a nd p er f o r ma nc e c r i ter i a i n th e c o ntex t o f so meo ne thinking about learning el se s w o r k w h i c h i s l ess emo ti o na l l y c h a r g ed th a n th ei r and can deepen students o w n W i l i a m 2 0 0 6 T h e sa me th r ee c a teg o r i es o f q u esti o ns l i sted i n th e tea c h er f eed b a c k sec ti o n a p p l y to p eer f eed b a c k understanding of their own W i th o u t c l a r i ty a b o u t th e g o a l a nd th e p er f o r ma nc e c r i ter i a learning peers find it difficult to provide useful feedback to each other P eer s a ssess th e sta tu s o f c l a ssma tes l ea r ni ng a g a i nst th e sa me su c c ess c r i ter i a th ey u se to c h ec k th ei r o w n l ea r ni ng Ad d i ti o na l l y stu d ents need to l ea r n to p r o v i d e c o nstr u c ti v e f eed b a c k so tea c h er s sh o u l d i nstr u c t a nd c o a c h stu d ents o n th i s a s w el l N o ta b l y l ea r ner s w h o b ec o me a d ep t a t g i v i ng a nd r ec ei v i ng f eed b a c k a c q u i r e v a l u a b l e 2 1 st c entu r y sk i l l s N R C 2 0 1 2 8 48 C h a p ter 8 Assessment
Snapshot 8 9 Peer F eedback in G rade T hree I n a th i r d g r a d e c l a ss stu d ents a r e f o c u si ng o n S p ea k i ng a nd L i steni ng S ta nd a r d 3 4 o ne o f sev er a l th a t emp h a si z e presentation of knowledge and ideas T h ei r l ea r ni ng g o a l i s to w r i te a n i nf o r ma ti v e sp eec h to p r esent to th e c l a ss a b o u t a to p i c o f i nter est to th em T h e c r i ter i a th ey need to b ea r i n mi nd w h en w r i ti ng th ei r sp eec h es i nc l u d e th e f o l l o w i ng I ntr o d u c e y o u r to p i c i n a w a y th a t eng a g es y o u r a u d i enc e P u t y o u r i d ea s i n a l o g i c a l seq u enc e M a k e a n i mp a c t o n y o u r a u d i enc e w i th y o u r end i ng O nc e stu d ents c r ea te a n i ni ti a l d r a f t th ey ex c h a ng e th ei r p a p er s w i th a p a r tner T h en stu d ents p r o v i d e ea c h o th er w i th f eed b a c k O ne stu d ent s f eed b a c k to h er p a r tner i s I liked how you started your speech with a question that s a good way of getting your audience s attention I think your ideas are logical I think it would be a better impact at the end of your speech if you go back to your question and maybe finish with a sentence that tells how you answered the question Self Assessment T ea c h er a nd p eer f eed b a c k a r e ex ter na l l y p r o v i d ed W h en stu d ents a r e i nv o l v ed i n sel f a ssessment th ey a r e g ener a ti ng internal feedback G ener a ti ng a nd a c ti ng o n i nter na l f eed b a c k i s a f o r m o f meta c o g ni ti o n a nd sel f r eg u l a ti o n M eta c o g ni ti o n i s th i nk i ng a b o u t o ne s th i nk i ng a nd sel f r eg u l a ti o n r ef er s to th e a b i l i ty o f l ea r ner s to c o o r d i na te c o g ni ti v e r eso u r c es emo ti o ns a nd a c ti o ns i n o r d er to meet When students are involved l ea r ni ng g o a l s B o ek a er ts 2 0 0 6 I n th e r ea l m o f 2 1 st c entu r y in self assessment they l ea r ni ng meta c o g ni ti o n a nd sel f r eg u l a ti o n a r e i mp o r ta nt are generating internal sk i l l s N R C 2 0 1 2 a nd th e mo st ef f ec ti v e l ea r ner s a r e sel f feedback Generating and r eg u l a ti ng B u tl er a nd W i nne 1 9 9 5 P i ntr i c h 2 0 0 0 S c h u nk a nd Z i mmer ma n 2 0 0 8 Ad d i ti o na l l y tea c h i ng stu d ents acting on internal feedback meta c o g ni ti o n r a i ses th ei r p er f o r ma nc e e g L o d i c o a nd is a form of metacognition o th er s 1 9 8 3 a nd h el p s th em g ener a l i z e a nd tr a nsf er w h a t and self regulation th ey l ea r n to new si tu a ti o ns H a c k er D u nl o sk y a nd G r a esser 1 9 9 8 B ec a u se o f th e i mp o r ta nc e o f meta c o g ni ti o n a nd sel f r eg u l a ti o n f o r su c c essf u l l ea r ni ng tea c h er s ensu r e th a t stu d ents d ev el o p th ese sk i l l s i n th e c o ntex t o f l a ng u a g e a nd l i ter a c y l ea r ni ng S el f a ssessment c a n b e d ev el o p ed f r o m th e ea r l y g r a d es o nw a r d s P er r y a nd o th er s 2 0 0 2 P u c k ett and Diffily 2004 For example a first grade teacher provides her students with a graphic organizer w i th th e h ea d i ng s date book title my goal today as a reader pages read how well did I meet my goals S h e a sk s stu d ents to set g o a l s f o r th ei r d a i l y i nd ep end ent r ea d i ng ti me a nd a t th e end o f th e sessi o n to th i nk a b o u t h o w w el l th ey met th ei r g o a l s D u r i ng h er w eek l y i nd i v i d u a l r ea d i ng c o nf er enc es w i th stu d ents sh e r ev i ew s th e sel f a ssessment sh eets a nd w h en a stu d ent h a s no t met th e g o a l th e tea c h er a sk s w h a t h e o r sh e d i d o r need s to d o to i mp r o v e T o g eth er th ey i d enti f y a str a teg y f o r th e stu d ent to u se I n a d d i ti o n to p r o v i d i ng th e stu d ents w i th o p p o r tu ni ti es f o r sel f a ssessment th e tea c h er o f f er s a d v i c e o n str a teg i es f o r i mp r o v ement w h i c h i n tu r n b ec o me p a r t o f stu d ents i nter na l r ep er to i r e o f str a teg i es th a t th ey c a n emp l o y o n su b seq u ent o c c a si o ns I n ef f ec t th ey d ev el o p th e sk i l l s o f sel f r eg u l a ti o n S el f a ssessment b ec o mes mo r e so p h i sti c a ted a s stu d ents g a i n mo r e ex p er i enc e F o r ex a mp l e i n a ni nth g r a d e sc i enc e c l a ss i n w h i c h th e tea c h er i nteg r a tes E L A a nd sc i enc e sta nd a r d s th e stu d ents a r e i nv o l v ed i n a sh o r t r esea r c h p r o j ec t o n d i sti nc t r eg i o ns o f th e b r a i n As c a l l ed f o r i n th e E L A w r i ti ng Assessment C h a p ter 8 8 49
standards for literacy in science WHST 9 10 6 they are to display their information flexibly and dynamically Students in this class have time toward the end of every session to complete a reflection a nd p l a nni ng l o g a nd a nsw er th e f o l l o w i ng q u esti o ns What was successful about your learning today What difficulties or problems did you encounter How did you manage those difficulties Were you successful If not what plans do you have for dealing with them in the next lesson T h ese l o g s ser v e a s a mea ns o f sel f a ssessment f o r stu d ents a nd su p p o r t sel f r eg u l a ti o n si nc e stu d ents h a v e to generate strategies to solve difficulties The logs are also sources of information for teachers about the p r o g r ess stu d ents a r e ma k i ng o n th ei r p r o j ec ts Assessment of ELD Progress Assessi ng E L D p r o g r ess p a r ti c u l a r l y th e d ev el o p ment o f academic uses of English i n ea c h d i sc i p l i ne i s a r esp o nsi b i l i ty sh a r ed b y a l l ed u c a to r s i n sc h o o l s a nd d i str i c ts w h er e E L s a r e stu d ents S ee c h a p ter 1 1 i n th i s ELA ELD Framework f o r i nf o r ma ti o n o n d i str i c t a nd sc h o o l l ea d er sh i p r esp o nsi b i l i ti es f o r mo ni to r i ng E L D p r o g r ess D i str i c tw i d e a nd sc h o o l w i d e a ssessment a nd p r o f essi o na l l ea r ni ng systems a r e c r i ti c a l f o r ensu r i ng E L stu d ents a c h i ev ement o f th e o v er a r c h i ng g o a l s o f E L A l i ter a c y a nd E L D Teachers deep i nstr u c ti o n stu d ents d ev el o p th e r ea d i ness f o r c o l l eg e c a r eer s understandings of the CA a nd c i v i c l i f e a tta i n th e c a p a c i ti es o f l i ter a te i nd i v i d u a l s CCSS for ELA Literacy the b ec o me b r o a d l y l i ter a te a nd a c q u i r e th e sk i l l s f o r l i v i ng a nd CA ELD Standards and other learning in the 21st century See the outer ring of figure content standards are critical 8 1 H o w ev er teachers a r e th e o nes w h o u l ti ma tel y ensu r e to effective assessment for th a t ev er y d a y ea c h o f th ei r E L stu d ents h a s f u l l a c c ess to g r a d e l ev el c u r r i c u l a a nd th a t th ey d ev el o p a c a d emi c E ng l i sh and of learning because i n a ti mel y a nd ev en a c c el er a ted ma nner T ea c h er s d eep these standards guide u nd er sta nd i ng s o f th e C A C C S S f o r E L A L i ter a c y th e C A E L D instructional and assessment S ta nd a r d s a nd o th er c o ntent sta nd a r d s a r e c r i ti c a l to ef f ec ti v e practices with ELs a ssessment f o r a nd o f l ea r ni ng b ec a u se th ese sta nd a r d s g u i d e i nstr u c ti o na l a nd a ssessment p r a c ti c es w i th E L s The CA ELD Standards provide outcome expectations at different English language proficiency l ev el s E mer g i ng E x p a nd i ng B r i d g i ng so th a t tea c h er s c a n d i f f er enti a te th ei r i nstr u c ti o n a c c o r d i ng to i nd i v i d u a l E L stu d ents l a ng u a g e l ea r ni ng need s o n p a r ti c u l a r sta nd a r d s B ec a u se th e C A E L D Standards delineate proficiency levels which EL students are expected to progress through during th e y ea r a nd i n f a c t th ey ma y p r o g r ess th r o u g h mo r e th a n o ne l ev el i n a si ng l e sc h o o l y ea r tea c h er s c a r ef u l l y a ttend to th e E L D p r o g r ess o f th ei r E L stu d ents o n a f r eq u ent a nd o ng o i ng b a si s As d esc r i b ed p r ev i o u sl y i n th i s c h a p ter th i s o ng o i ng mo ni to r i ng o f stu d ent p r o g r ess i nv o l v es u si ng sh o r tc y c l e f o r ma ti v e a ssessment mi nu te b y mi nu te d a i l y w eek l y a s w el l a s med i u m c y c l e a ssessment f o r f o r ma ti v e p u r p o ses mo nth l y end o f u ni t i nter i m b enc h ma r k a nd o th er p er i o d i c ti me f r a mes Attend i ng to th e d ev el o p i ng c a p a c i ti es a nd emer g i ng o r p er si stent need s o f E L s i s c o nsi stent w i th th e a ssessment a p p r o a c h es tea c h er s emp l o y f o r a l l stu d ents H o w ev er b ec a u se E L s a r e l ea r ni ng E ng l i sh a s a n a d d i ti o na l l a ng u a g e at the same time as th ey a r e l ea r ni ng c o ntent k no w l ed g e th r o u g h E ng l i sh a nd th er ef o r e h a v e p a r ti c u l a r E ng l i sh l a ng u a g e l ea r ni ng need s tea c h er s ta k e a d d i ti o na l step s to a ssess E L D p r o g r ess a nd a c t o n ev i d enc e g a th er ed f r o m a ssessment T h ey c o nsi d er th e f o l l o w i ng q u esti o ns How do I determine what my EL students levels of English language proficiency Emerging E x p a nd i ng B r i d g i ng a r e o n d i f f er ent C A E L D S ta nd a r d s 8 5 0 C h a p ter 8 Assessment
How can I use information about my students English language proficiency levels on different C A E L D S ta nd a r d s a s w el l a s o th er r el ev a nt i nf o r ma ti o n to d esi g n a nd p r o v i d e ta r g eted i nstr u c ti o n th a t f o ster s l a ng u a g e r i c h l ea r ni ng o p p o r tu ni ti es H o w o f ten sh o u l d I a ssess E L D p r o g r ess W h i c h k i nd s o f ev i d enc e g a th er i ng a p p r o a c h es a nd to o l s a r e mo st a p p r o p r i a te f o r d i f f er ent p u r p o ses How will I know if my EL students are making sufficient progress in developing English on a d a i l y o r w eek l y b a si s a nd o v er l o ng er p er i o d s o f ti me H o w c a n I i nc l u d e my E L stu d ents i n a ssessi ng th ei r o w n E L D p r o g r ess a nd su p p o r t th em to b e c o nsc i o u s o f a nd i ntenti o na l i n th ei r E ng l i sh l a ng u a g e l ea r ni ng G u i d a nc e f o r a d d r essi ng th ese q u esti o ns f o l l o w s T h i s g u i d a nc e f o c u ses o n h o w c l a ssr o o m tea c h er s i nc l u d i ng E L A tea c h er s tea c h er s i n o th er c o ntent a r ea s E L D tea c h er s a nd E L sp ec i a l i sts w h o su p p o r t c o ntent tea c h er s c a n u se th e C A E L D S ta nd a r d s to a ssess th e E L D p r o g r ess o f ea c h o f th ei r E L stu d ents T h e C A E L D S ta nd a r d s su p p o r t tea c h er s f o r ma ti v e a ssessment p r a c ti c es b y o f f er i ng d esc r i p ti o ns o f w h a t E L stu d ents c a n b e ex p ec ted to d o a t th e end o f ea c h E ng l i sh l a ng u a g e proficiency level Emerging Expanding Bridging These expectations help teachers focus their f o r ma ti v e a ssessment p r a c ti c es a s E L stu d ents u se E ng l i sh w h i l e l ea r ni ng c o ntent g a u g e th ei r E L stu d ents d ev el o p i ng c a p a c i ti es i n E ng l i sh a nd a d j u st i nstr u c ti o n a nd l ea r ni ng o p p o r tu ni ti es T h e C A E L D S ta nd a r d s a l so su p p o r t tea c h er s i n th ei r a ssessment o f l ea r ni ng a nd to u se th i s i nf o r ma ti o n f o r f o r ma ti v e p u r p o ses T h e ex a mp l es o f f er ed h er e a r e i ntend ed to b e u sed in addition to not instead of th o se p r o v i d ed i n th e r est o f th i s c h a p ter Assessing ELD Progress in Writing O ne w a y tea c h er s c a n o b ser v e a nd r esp o nd to th ei r E L stu d ents d ev el o p ment o f w r i tten l a ng u a g e i s b y u si ng a language analysis framework for writing b a sed o n th e C A E L D S ta nd a r d s a nd a l i g ned to tea c h er s l ea r ni ng g o a l s a nd su c c ess c r i ter i a f o r w r i ti ng A l a ng u a g e a na l y si s f r a mew o r k a l l o w s tea c h er s to o b ser v e a nd a na l y z e stu d ent l a ng u a g e i n linguistic terms with more specificity than is o f ten f o u nd i n E L A r u b r i c s o r o th er to o l s f o r ev a l u a ti ng w r i ti ng F o r ex a mp l e f eed b a c k to stu d ents o n w r i ti ng su c h a s i nter esti ng b eg i nni ng d ev el o p ed mi d d l e a nd sa ti sf y i ng c o nc l u si o n c o u l d u se mo r e varied sentence patterns or needs some colorful vocabulary may be sufficient for some students to i mp r o v e th ei r w r i ti ng H o w ev er th i s f eed b a c k ma y no t b e ex p l i c i t eno u g h f o r ma ny stu d ents i nc l u d i ng E L s to a c t o n F a ng a nd W a ng 2 0 1 1 T ea c h er s p r o v i d i ng th i s ty p e o f f eed b a c k ma y k no w i ntu i ti v el y what kind of writing they would like to see their students produce but without specific feedback o n th e language resources th a t c o nsti tu te v a r i ed sentenc e p a tter ns o r c o l o r f u l v o c a b u l a r y th ei r f eed b a c k i s el u si v e to E L s a nd su c h l a ng u a g e u se r ema i ns a h i d d en c u r r i c u l u m C h r i sti e 1 9 9 9 A l a ng u a g e a na l y si s f r a mew o r k f o r w r i ti ng d r a w i ng f r o m th e C A E L D S ta nd a r d s a nd o th er r eso u r c es f o c u sed o n l a ng u a g e d ev el o p ment h el p s tea c h er s p r o v i d e a l ev el o f ex p l i c i tness a b o u t th e specific language resources that students can use in their academic writing to meet identified learning g o a l s a nd su c c ess c r i ter i a i n d i f f er ent d i sc i p l i nes A l a ng u a g e a na l y si s f r a mew o r k p r o v i d es framing questions th a t stu d ents c a n a sk th emsel v es a s th ey a r e w r i ti ng a nd a s th ey ex a mi ne w r i ti ng G u i d a nc e f o r c o mp o si ng a nd r ev i si ng th ei r w r i ti ng c a n h el p stu d ents str u c tu r e th ei r tex ts c o h esi v el y a nd u se ex p ec ted g r a mma ti c a l str u c tu r es a nd v o c a b u l a r y E x p l i c i tl y f o c u si ng o n l a ng u a g e ma k es ex p ec ta ti o ns f o r w r i ti ng mo r e tr a nsp a r ent T ea c h er s c a n a l so u se a l a ng u a g e a na l y si s f r a mew o r k to d eter mi ne h o w w el l stu d ents u se p a r ti c u l a r l a ng u a g e r eso u r c es i n a p i ec e o f w r i ti ng to p r o v i d e u sef u l f eed b a c k to stu d ents a nd a d j u st i nstr u c ti o n a c c o r d i ng l y An ex a mp l e o f a l a ng u a g e a na l y si s f r a mew o r k f o r w r i ti ng i n th e u p p er el ementa r y g r a d es d ev el o p ed u si ng th e C A E L D S ta nd a r d s a nd th ei r E ng l i sh l a ng u a g e proficiency descriptors CDE 2014 as well as research on language development is provided in figure 8 7 Assessment C h a p ter 8 8 5 1
Figure 8 7 Language Analysis Framework for Writing L ang uag e Analysis F ramew ork for W Content K now ledg e and R eg ister I s th e o v er a l l mea ni ng c l ea r Ar e th e b i g i d ea s th er e a nd a r e th ey a c c u r a te I s th e tex t ty p e e g o p i ni o n na r r a ti v e ex p l a na ti o n a p p r o p r i a te f o r c o nv ey i ng th e c o ntent k no w l ed g e D o es th e r eg i ster o f th e w r i ti ng ma tc h th e a u d i enc e T ex t O rg aniz ation and Structure G rammatical Structures I s th e p u r p o se e g enter ta i ni ng p er su a d i ng ex p l a i ni ng g etti ng a c r o ss I s th e o v er a l l tex t o r g a ni z a ti o n a p p r o p r i a te f o r th e tex t ty p e Ar e tex t c o nnec ti v es u sed ef f ec ti v el y to c r ea te c o h esi o n Ar e p r o no u ns a nd o th er l a ng u a g e r eso u r c es u sed f o r r ef er r i ng th e r ea d er b a c k w a r d o r fo rw a rd Ar e th e v er b ty p es a nd tenses a p p r o p r i a te f o r th e tex t ty p e Ar e no u n p h r a ses ex p a nd ed a p p r o p r i a tel y i n o r d er to enr i c h th e mea ni ng o f i d ea s Ar e sentenc es ex p a nd ed w i th a d v er b i a l s e g a d v er b s p r ep o si ti o na l p h r a ses i n o r d er to p r o v i d e d eta i l s e g ti me ma nner p l a c e c a u se Ar e c l a u ses c o mb i ned a nd c o nd ensed a p p r o p r i a tel y to j o i n i d ea s sh o w r el a ti o nsh i p s b etw een i d ea s a nd c r ea te c o nc i seness a nd p r ec i si o n riting V ocabulary Ar e g ener a l a c a d emi c a nd domain specific w o r d s u sed a nd a r e th ey u sed a c c u r a tel y Ar e a v a r i ety o f w o r d s u sed e g a r a ng e o f w o r d s f o r sma l l l i ttl e ti ny mi ni sc u l e mi c r o sc o p i c Spelling and Punctuation Ar e w o r d s sp el l ed c o r r ec tl y I s p u nc tu a ti o n u sed a p p r o p r i a tel y Sources F ro m S p y c h er P a mel a a nd K a r i n L i nn N i ev es 2 0 1 4 R ec o nstr u c ti ng D ec o nstr u c ti ng a nd C o nstr u c ti ng C o mp l ex T ex ts I n The Common Core State Standards in English Language Arts Literacy for English Language Learners Grades K 5 ed i ted b y P a mel a S p y c h er Al ex a nd r i a V i r g i ni a T E S O L P r ess As a d a p ted f r o m D er ew i a nk a B ev er l y 2 0 1 1 A New Grammar Companion for Teachers S y d ney N S W P r i ma r y E ng l i sh T ea c h i ng Asso c i a ti o n G i b b o ns P a u l i ne 2 0 0 9 English Learners Academic Literacy and Thinking Learning in the Challenge Zone P o r tsmo u th N H H ei nema nn S p y c h er P a mel a 2 0 0 7 Ac a d emi c W r i ti ng o f E ng l i sh L ea r ni ng Ad o l esc ents L ea r ni ng to U se Al th o u g h Journal of Second Language Writing 14 4 238 254 8 5 2 C h a p ter 8 Assessment
T ea c h er s u se su c h a f r a mew o r k a d j u sted a p p r o p r i a tel y f o r g r a d e l ev el o r sp a n Students also use a language analysis a c c o mp a ni ed b y k no w l ed g e o f th ei r stu d ents framework or related tools such as a including students proficiency level on different C A E L D S ta nd a r d s for observing w h a t stu d ents success criteria document addressing a r e d o i ng w h i l e w r i ti ng a nd for evaluating particular language areas to evaluate stu d ents w r i tten p r o d u c ts H a v i ng a f r a mew o r k and refine their own writing Tools such as f o r a na l y z i ng w r i ti ng h el p s tea c h er s f o c u s these support students to reflect on their o n o ne o r tw o a r ea s to p r o v i d e just in time work and ask themselves the same types sc a f f o l d i ng of questions either as they are writing S tu d ents a l so u se a l a ng u a g e a na l y si s f r a mew o r k o r r el a ted to o l s su c h a s a success or during a writing conference with peers criteria d o c u ment H er i ta g e 2 0 1 4 a d d r essi ng or teachers that teachers ask when p a r ti c u l a r l a ng u a g e a r ea s to ev a l u a te a nd analyzing student writing refine their own writing Tools such as these support students to reflect on their work and a sk th emsel v es th e sa me ty p es o f q u esti o ns ei th er a s th ey a r e w r i ti ng o r d u r i ng a w r i ti ng c o nf er enc e w i th p eer s o r tea c h er s th a t tea c h er s a sk w h en a na l y z i ng stu d ent w r i ti ng U si ng a l a ng u a g e a na l y si s f r a mew o r k a l so h el p s stu d ents to mo ni to r th ei r o w n p r o g r ess i n w r i ti ng The following annotated writing sample figure 8 8 illustrates the use of a language analysis f r a mew o r k to a na l y z e stu d ent w r i ti ng to d eter mi ne nex t step s f o r i nstr u c ti o n T h e ex a mp l e w a s written independently by an EL student in the fifth grade after several days of instruction during which stu d ents j o i ntl y c o nstr u c ted sev er a l sh o r t sec ti o ns o f a l o ng er tex t o n b a ts S ee v i g nette 5 3 i n c h a p ter 5 o f th i s ELA ELD Having a framework for Framework f o r a n ex a mp l e o f th e ta sk tex t r ec o nstr u c ti o n analyzing writing helps T h e stu d ents u sed th ei r sh o r ter r ec o nstr u c ted tex ts a l o ng teachers focus on one or two w i th o th er tex ts to c o nstr u c t th ei r o w n tex ts o n b a ts a t areas to provide just in time th e end o f th e w eek T h e tea c h er a na l y z ed th e w r i ti ng f o r formative assessment purposes and to discuss refinements scaffolding w i th stu d ents r a th er th a n f o r g r a d i ng stu d ents w r i ti ng Assessment C h a p ter 8 8 5 3
Figure 8 8 Student Annotated Writing Sample Using the CA ELD Standards Susana s Text Annotations Content and register Big ideas and lots of informative details provided mostly accurate information Some information needs more clarity bats aren t in danger just because people are scared of them You we us is used less formal register Text structure and organization Organized logically into three chunks why bats are important species of bats why bats are in danger Some information doesn t seem to fit in the chunks bats damaging plants Missing an introduction and conclusion order may not be logical Pronoun reference because of that used accurately to condense and link to previous sentence cohesion Could use more text connectives cohesion Summary Notes and Next Steps Discuss with Susana Ordering of the three chunks need for introduction that foregrounds the chunks conclusion that sums them up Review whether information in each chunk fits there and if ideas in each chunk could be expanded more Show where clauses are combined to show relationships between them e g using because and ask her to see where she could do the same to combine other clauses Discuss with the class based on patterns in other students writing how register shifts when you we us are used how connecting and condensing ideas clause combining or other ways creates relationships between ideas and reduces repetition maybe a mini lesson with examples from student writing we revise together how to use text connectives maybe revise a piece of writing together and add in text connectives where needed to create cohesion Grammatical Structures Some appropriate clause combining to link ideas and show relationships Some clause combining needs work They are scared that they burn and more could be used Phrases could be expanded to include more details about where when etc Vocabulary Domain specific mammals species pollen and general academic spread damage vocabulary used accurately Spelling and punctuation Mostly accurate with some approximations mamles dieing Source Adapted from Spycher Pamela 2007 Academic Writing of English Learning Adolescents Learning to Use Although Journal of Second Language Writing 14 4 238 254 Student text from Spycher Pamela and Karin Linn Nieves 2014 Reconstructing Deconstructing and Constructing Complex Texts In The Common Core State Standards in English Language Arts Literacy for English Language Learners Grades K 5 edited by Pamela Spycher Alexandria Virginia TESOL Press 854 Chapter 8 Assessment
U si ng a l a ng u a g e a na l y si s f r a mew o r k f o r w r i ti ng a l so g u i d es d i sc u ssi o ns a b o u t w r i ti ng F o r ex a mp l e i n a w r i ti ng c o nf er enc e d u r i ng w h i c h S u sa na h a s a n o p p o r tu ni ty to d i sc u ss h er w r i ti ng w i th h er tea c h er S u sa na s tea c h er o p ens th e c o nv er sa ti o n b y a sk i ng S u sa na to i d enti f y a r ea s w h er e sh e f eel s h er w r i ti ng need s Using a language refinement Susana s teacher continues the conversation by analysis framework acknowledging specific areas of strength e g I see that you are for writing also guides p r o v i d i ng l o ts o f g r ea t c o ntent i nf o r ma ti o n a b o u t b a ts a nd th a t y o u r e discussions about o r g a ni z i ng th e i nf o r ma ti o n i n a w a y th a t h el p s th e r ea d er f o l l o w y o u r writing i d ea s S h e a sk s p r o b i ng q u esti o ns to p r o mp t S u sa na to no ti c e a r ea s for refinement and draws attention to text that needs refinement She uses the CA CCSS for ELA Literacy for grade five to frame her learning goals for the conference and th e C A E L D S ta nd a r d s to h el p h er to p r o v i d e ta r g eted su p p o r t b a sed o n S u sa na s E ng l i sh l a ng u a g e proficiency level Some of the questions she asks to prompt Susana s thinking and extend her use and u nd er sta nd i ng o f E ng l i sh a r e th e f o l l o w i ng H o w c o u l d y o u o r i ent th e r ea d er to w h a t y o u r p a p er i s a b o u t H o w a d v a nc e a b o u t th e c a teg o r i es y o u v e c h o sen to i nc l u d e c o u l d y o u l et th em k no w in D o es a l l o f th i s i nf o r ma ti o n b el o ng to g eth er i n th i s sec ti o n H o w c o u l d y o u ex p a nd th i s i d ea to a d d mo r e d eta i l H o w c o u l d y o u c o mb i ne th ese i d ea s to sh o w th e r el a ti o nsh i p b etw een th em I s th er e a no th er w o r d o r p h r a se th a t w o u l d h el p y o u g et y o u r mea ni ng a c r o ss i n a mo r e p r ec i se w a y Af ter ex a mi ni ng stu d ent w r i ti ng tea c h er s d eter mi ne w h eth er a nd i n w h a t w a y s stu d ents h a v e p r o g r essed a nd w h a t nex t i nstr u c ti o na l step s a r e need ed to su p p o r t f u r th er l a ng u a g e l ea r ni ng F o r ex a mp l e i f a g r o u p o f E L stu d ents a t th e E mer g i ng l ev el o f proficiency are not yet using pronouns to refer to information After examining student th a t h a s a l r ea d y b een p r esented i n a tex t th ei r tea c h er s writing teachers determine mo d el h o w to d o th i s p r o v i d e o p p o r tu ni ti es to a p p l y th i s whether and in what ways new l a ng u a g e r eso u r c e to th ei r o w n w r i ti ng a nd c o nti nu e to d r a w th ei r a ttenti o n to p r o no u n r ef er enc e u nti l stu d ents h a v e students have progressed i nter na l i z ed th i s u nd er sta nd i ng I f E L stu d ents a t th e E x p a nd i ng and what next instructional l ev el a r e a l r ea d y u si ng p r o no u n r ef er enc e b u t no t y et u si ng steps are needed to mo r e so p h i sti c a ted c o h esi v e l a ng u a g e r eso u r c es su c h a s th e support further language u se o f d emo nstr a ti v es e g this that o r no mi na l i z a ti o n e g learning the result o f environmental degradation th ei r tea c h er s sh o w th em ex a mp l es o f th ese l a ng u a g e r eso u r c es i n th e tex ts th ey r ea d h a v e stu d ents a na l y z e tex ts a nd p r o v i d e mu l ti p l e o p p o r tu ni ti es f o r stu d ents to a p p l y th i s a w a r eness o f h o w E ng l i sh w o r k s to th ei r o w n w r i ti ng T ea c h er s mo ni to r h o w w el l stu d ents take up th ese l a ng u a g e r eso u r c es i n th ei r w r i ti ng o v er ti me a nd p r o v i d e ta r g eted f eed b a c k to th e w h o l e c l a ss sma l l g r o u p s o r i nd i v i d u a l stu d ents so th a t th ey c o nti nu e to p r o g r ess i n th ei r E ng l i sh l a ng u a g e d ev el o p ment Assessment C h a p ter 8 8 5 5
Assessing ELD Progress in Oral Language O r a l l a ng u a g e u se i s a c r i ti c a l c o mp o nent o f E ng l i sh l a ng u a g e d ev el o p ment a nd o b ser v i ng h o w stu d ents a r e d ev el o p i ng th e l a ng u a g e sk i l l s a b i l i ti es a nd a w a r eness need ed f o r c o l l a b o r a ti v e c o nv er sa ti o ns a nd o th er o r a l l a ng u a g e ta sk s su c h a s o r a l p r esenta ti o ns i s essenti a l T ea c h er s c a r ef u l l y p l a n c o l l a b o r a ti v e l ea r ni ng o p p o r tu ni ti es a nd i ntenti o na l l y o b ser v e th ei r E L stu d ents a s th ey eng a g e i n th ese ta sk s so th ey c a n p r o v i d e j u st i n ti me sc a f f o l d i ng to a d v a nc e stu d ents o r a l l a ng u a g e to higher levels of proficiency These formative assessment practices which should remain the top p r i o r i ty d u r i ng c l a ssr o o m i nstr u c ti o n a r e c o mp l emented b y mo r e f o r ma l ev i d enc e g a th er i ng str a teg i es a nd to o l s f o r o b ser v i ng a nd d o c u menti ng p r o g r ess i n E ng l i sh o r a l l a ng u a g e d ev el o p ment Oral language use is a F o r ex a mp l e i n g r a d e sev en stu d ents a r e ex p ec ted to critical component of English eng a g e i n sma l l g r o u p d i sc u ssi o ns a b o u t c o mp l ex tex ts language development and O ne o f th ei r c o nv er sa ti o ns r ev o l v es a r o u nd a n i nf o r ma ti o na l observing how students are sc i enc e tex t th ey a r e c u r r entl y r ea d i ng As th e stu d ents developing the language d i sc u ss th ei r i d ea s a b o u t th e tex t a nd ex tend th ei r th i nk i ng a b o u t th e c o ntent th e f o c u s o f tea c h er s o b ser v a ti o ns i s skills abilities and awareness p r i ma r i l y mea ni ng ma k i ng I n o th er w o r d s th e tea c h er s l o o k needed for collaborative f o r ev i d enc e th a t stu d ents u nd er sta nd th e c o ntent o f th e conversations and other oral tex t ma k e a p p r o p r i a te i nf er enc es b a sed o n th e tex t a nd th ei r language tasks such as oral b a c k g r o u nd k no w l ed g e u se r el ev a nt ex a mp l es a nd ex tend presentations is essential th ei r u nd er sta nd i ng s o f th e tex t b y a sk i ng th ei r p eer s q u esti o ns a nd a nsw er i ng q u esti o ns p o sed to th em T ea c h er s a l so o b ser v e h o w th ei r E L stu d ents u se E ng l i sh to c o nv ey th ei r i d ea s a nd eng a g e i n a c a d emi c c o nv er sa ti o ns i n th e c o ntex t o f a u th enti c mea ni ng f u l i nter a c ti o ns a b o u t c o mp l ex tex ts a nd to p i c s T ea c h er s a l so o b ser v e th ei r no n E L stu d ents a c a d emi c l a ng u a g e d ev el o p ment d u r i ng th ese meaningful interactions with texts tasks and others However the CA ELD Standards specifically help teachers determine by English language proficiency level Emerging Expanding Bridging the types o f l a ng u a g e r eso u r c es th ei r E L stu d ents sh o u l d b e a b l e to u se i n c o l l a b o r a ti v e c o nv er sa ti o ns T h i s f o r ms th e b a si s f o r ev i d enc e g a th er i ng str a teg i es a nd to o l s th a t h el p f o c u s o b ser v a ti o ns a nd d eter mi ne nex t step s f o r su p p o r ti ng stu d ents o r a l l a ng u a g e d ev el o p ment Such strategies and tools are used to focus attention on specific language uses that teachers and stu d ents d eter mi ne a s a r ea s o f g r o w th O b ser v a ti o n to o l s h el p tea c h er s no ti c e h o w th ei r stu d ents a r e p r o g r essi ng i n th ei r c a p a c i ty to eng a g e i n c o l l a b o r a ti v e c o nv er sa ti o ns As tea c h er s d ev el o p d eep er u nd er sta nd i ng s o f th e C A E L D S ta nd a r d s th ey i nc r ea si ng l y no ti c e h o w th ei r E L stu d ents a r e u si ng English in the context of specific CA ELD standards They also become more skilled at identifying w h er e o n th e E L D c o nti nu u m th ei r stu d ents a r e a nd th ei r nex t step s i n d ev el o p i ng th ei r a c a d emi c u ses o f l a ng u a g e O b ser v a ti o n to o l s sh o u l d b e u sed str a teg i c a l l y a nd p u r p o sef u l l y F o r ex a mp l e tea c h er s mi g h t u se a f o r ma l o b ser v a ti o n to o l mo nth l y o r q u a r ter l y T h e to o l i s u sed mo r e f r eq u entl y w i th so me stu d ents e g new c o mer E L s a t th e ea r l y E mer g i ng l ev el a nd l ess f r eq u entl y f o r stu d ents a t th e l a te B r i d g i ng l ev el b ec a u se th e to o l i s i ntend ed to c o mp l ement th e o ng o i ng o b ser v a ti o ns tea c h er s ma k e ev er y d a y O r a l l a ng u a g e o b ser v a ti o n to o l s a r e i ntend ed to p r o v i d e i nf o r ma ti o n to tea c h er s th a t i nf o r ms th ei r i nstr u c ti o na l d ec i si o ns no t f o r a w a r d i ng g r a d es to stu d ents F i g u r e 8 9 p r o v i d es a n ex a mp l e o f a n o b ser v a ti o n to o l f o r mo ni to r i ng g r a d e sev en E L stu d ents a t d i f f er ent p l a c es a l o ng th e E L D c o nti nu u m a s th ey u se E ng l i sh i n c o l l a b o r a ti v e c o nv er sa ti o ns 8 5 6 C h a p ter 8 Assessment
Figure 8 9 Grade Seven Collaborative Conversations Observation Notes Collaborativ e Conv ersations O bserv ation N otes English Language Development Level Continuum Emerg ing Ex panding Bridg ing S tu d ents sa i d no te stu d ents na mes a nd c o mments CA EL D Standards in F ocus Ex chang ing I deas R espectfully ELD PI 7 1 E ng a g e i n c o nv er sa ti o na l ex c h a ng es a nd ex p r ess i d ea s o n f a mi l i a r to p i c s b y a sk i ng a nd a nsw er i ng yes no a nd wh q u esti o ns a nd r esp o nd i ng u si ng si mp l e p h r a ses C o ntr i b u te to c l a ss g r o u p a nd p a r tner d i sc u ssi o ns b y f o l l o w i ng tu r n ta k i ng r u l es a sk i ng r el ev a nt q u esti o ns affirming others adding r el ev a nt i nf o r ma ti o n a nd p a r a p h r a si ng k ey i d ea s C o ntr i b u te to c l a ss g r o u p a nd p a r tner d i sc u ssi o ns b y f o l l o w i ng tu r n ta k i ng r u l es a sk i ng r el ev a nt q u esti o ns affirming others adding r el ev a nt i nf o r ma ti o n a nd ev i d enc e p a r a p h r a si ng k ey i d ea s b u i l d i ng o n r esp o nses a nd p r o v i d i ng u sef u l f eed b a c k Supporting O pinions and Persuading O thers ELD PI 7 3 N eg o ti a te w i th o r p er su a d e o th er s i n c o nv er sa ti o ns e g to gain and hold the floor or ask for clarification using l ea r ned p h r a ses e g I think Would you please repeat that a nd o p en r esp o nses N eg o ti a te w i th o r p er su a d e o th er s i n c o nv er sa ti o ns e g to p r o v i d e c o u nter a r g u ments u si ng l ea r ned p h r a ses I agree with X but a nd o p en r esp o nses N eg o ti a te w i th o r p er su a d e o th er s i n c o nv er sa ti o ns u si ng a p p r o p r i a te r eg i ster e g to a c k no w l ed g e new i nf o r ma ti o n u si ng a v a r i ety o f l ea r ned p h r a ses i nd i r ec t r ep o r ted sp eec h e g I heard you say X and I haven t thought about that before a nd o p en r esp o nses Connecting I deas ELD PII 7 6 C o mb i ne c l a u ses i n a f ew b a si c w a y s to ma k e c o nnec ti o ns b etw een a nd j o i n i d ea s e g c r ea ti ng c o mp o u nd sentenc es u si ng and but so c r ea ti ng c o mp l ex sentenc es u si ng because C o mb i ne c l a u ses i n a n i nc r ea si ng v a r i ety o f w a y s e g c r ea ti ng c o mp o u nd a nd c o mp l ex sentenc es to ma k e c o nnec ti o ns b etw een a nd j o i n i d ea s f o r ex a mp l e to ex p r ess a r ea so n e g He stayed at home on Sunday in order to study for Monday s exam o r to ma k e a c o nc essi o n e g She studied all night even though she wasn t feeling well C o mb i ne c l a u ses i n a w i d e v a r i ety o f w a y s e g c r ea ti ng c o mp o u nd c o mp l ex a nd c o mp o u nd c o mp l ex sentenc es to ma k e c o nnec ti o ns b etw een a nd j o i n i d ea s f o r ex a mp l e to sh o w th e r el a ti o nsh i p b etw een mu l ti p l e ev ents o r i d ea s e g After eating lunch the students worked in groups while their teacher walked around the room o r to ev a l u a te a n a r g u ment e g The author claims X although there is a lack of evidence to support this claim Q uick O bserv ation Analysis N ex t steps Assessment C h a p ter 8 8 5 7
The tool provided in figure 8 9 is used to complement the more informal minute by minute o b ser v a ti o ns tea c h er s ma k e o f th ei r stu d ents d u r i ng c o l l a b o r a ti v e c o nv er sa ti o ns C a r e sh o u l d b e ta k en i n i mp l ementi ng su c h to o l s F o r ex a mp l e a ttemp ti ng to o b ser v e to o ma ny sta nd a r d s a t o nc e o r u si ng the tool too often can be frustrating and counter productive Teachers need support and the flexibility to u se su c h to o l s i n w a y s th a t b est i nf o r m th ei r i nstr u c ti o na l p r a c ti c e Teachers should develop T h e a p p r o a c h es a nd to o l s f o r a ssessi ng E L D p r o g r ess and employ assessment p r o v i d ed i n th e p r ec ed i ng p a g es i l l u str a te h o w tea c h er s c a n approaches that support the a ttend to th ei r E L stu d ents p r o g r ess i n d ev el o p i ng E ng l i sh a s learning goals they have for a n a d d i ti o na l l a ng u a g e T h ey a r e no t mea nt to b e p r esc r i p ti v e all students and strategically T ea c h er s sh o u l d d ev el o p a nd emp l o y a ssessment a p p r o a c h es th a t su p p o r t th e l ea r ni ng g o a l s th ey h a v e f o r a l l stu d ents a nd select additional approaches str a teg i c a l l y sel ec t a d d i ti o na l a p p r o a c h es w h en need ed th a t when needed that help h el p th em ensu r e th a t th ei r E L stu d ents a r e a d v a nc i ng a l o ng them ensure that their EL th e E L D c o nti nu u m i n a ti mel y ma nner students are advancing along P r o g r ess i n E L D i s a l so mo ni to r ed th r o u g h a p p r o p r i a te u se the ELD continuum in a timely o f l a r g e sc a l e su mma ti v e a ssessments su c h a s th e C E L D T a nd manner in time the ELPAC As delineated in figure 8 3 in this chapter su c h su mma ti v e a ssessments a r e no t i ntend ed f o r p l a nni ng d a i l y i nstr u c ti o n R a th er th e ev i d enc e f r o m l a r g e sc a l e su mma ti v e a ssessments r el a ted to E L D h el p s sc h o o l s a nd d i str i c ts ev a l u a te a nd a d j u st th e d esi g n o f i nstr u c ti o na l p r o g r a ms p r o v i d ed to E L s a nd mea su r e E L s p r o g r ess i n l ea r ni ng E ng l i sh from year to year S y stema ti c mo ni to r i ng sh o u l d d eter mi ne i f E L stu d ents a r e p r o g r essi ng i n th ei r E ng l i sh l a ng u a g e d ev el o p ment w i th i n a p p r o p r i a te ti me f r a mes and employ clearly defined protocols for action if they are not F o r ex a mp l e a sc h o o l l ea d er sh i p tea m c o nd u c ts a sy stema ti c a nd c a r ef u l a na l y si s o f y ea r to y ea r E L D p r o g r ess b a sed o n c u r r ent a nd p r ev i o u s y ea r s o f su mma ti v e a ssessment r esu l ts i n c o nc er t w i th o th er mea su r es o f stu d ent a c h i ev ement to i d enti f y E L stu d ents w h o d emo nstr a te th e f o l l o w i ng Readiness to reclassify as English proficient P r o g r ess i n E ng l i sh l a ng u a g e d ev el o p ment a t a n a p p r o p r i a te r a te S ta l l ed p r o g r ess i n E ng l i sh l a ng u a g e d ev el o p ment The team carefully identifies possible reasons for students progress or the lack thereof Using the results of their analyses the team determines specific and timely next steps for instructing individual stu d ents a s w el l a s a p p r o p r i a te a d j u stments a nd a d d i ti o ns to p r o g r a m d esi g n p r o f essi o na l l ea r ni ng a nd th e sc h o o l o r d i str i c t s c o mp r eh ensi v e a ssessment sy stem I n a d d i ti o n th e tea m ensu r es th a t an accountability system is in place to measure the efficacy of these adjustments and additions Additional guidance on reclassification is provided in chapter 11 of this ELA ELD Framework Assessment for Intervention S c r eeni ng d i a g no sti c a nd p r o g r ess mo ni to r i ng a ssessments a r e d i sc u ssed i n th i s sec ti o n Screening assessments identify students who may have difficulties diagnostic assessments give specific information about the difficulties and progress monitoring assessments provide feedback on whether planned interventions to address difficulties are working These assessments operate in short o r med i u m c y c l es 8 5 8 C h a p ter 8 Assessment
Universal Screening Medium Cycle Universal screening is a critical first step in identifying students who may be at risk of experiencing difficulty with reading and who may need more instruction Universal screening consists of brief a ssessments f o c u sed o n ta r g et sk i l l s th a t a r e h i g h l y p r ed i c ti v e o f f u tu r e o u tc o mes J enk i ns 2 0 0 3 An ex p er t p a nel c o nv ened b y th e U S D ep a r tment o f E d u c a ti o n s I nsti tu te o f E d u c a ti o n S c i enc es r ec o mmend ed Universal screening is a th a t sc r eeni ng ta k e p l a c e a t th e b eg i nni ng o f ea c h sc h o o l critical first step in identifying y ea r i n k i nd er g a r ten th r o u g h g r a d e tw o w i th a sec o nd students who may be at risk sc r eeni ng c o nd u c ted mi d y ea r i n k i nd er g a r ten a nd g r a d e o ne I nsti tu te o f E d u c a ti o n S c i enc es I E S 2 0 0 9 of experiencing difficulty with T h e p a nel r ep o r t r ec o mmend s th a t th e f o l l o w i ng ta r g et reading and who may need a r ea s sh o u l d b e sc r eened a t ea c h g r a d e K i nd er g a r ten more instruction sc r eeni ng b a tter i es i nc l u d e mea su r es a ssessi ng l etter k no w l ed g e p h o nemi c a w a r eness a nd ex p r essi v e a nd r ec ep ti v e v o c a b u l a r y As c h i l d r en mo v e i nto g r a d e o ne sc r eeni ng b a tter i es i nc l u d e mea su r es a ssessi ng phonemic awareness decoding word identification and text reading By the second semester of grade one decoding word identification and text reading measures include speed as an outcome G r a d e tw o b a tter i es i nc l u d e mea su r es i nv o l v i ng w o r d r ea d i ng a nd p a ssa g e r ea d i ng F o r a r ea so na b l y accurate identification of students the report also recommends the use of two screening measures at ea c h j u nc tu r e W h en sc h o o l s o r d i str i c ts sel ec t sc r eeni ng mea su r es th ey sh o u l d c a r ef u l l y ex a mi ne th e tec h ni c a l i nf o r ma ti o n a v a i l a b l e f r o m th e p u b l i sh er s ma nu a l I E S 2 0 0 9 Diagnostic Assessment Medium Cycle W h i l e th e p u r p o se o f d i a g no sti c a ssessments i s to i mp r o v e stu d ent l ea r ni ng th ey sh o u l d no t b e c o nf u sed w i th sh o r t c y c l e f o r ma ti v e a ssessment F o r ma ti v e a ssessment i s u sed to g u i d e o ng o i ng d ec i si o ns a b o u t stu d ent l ea r ni ng w h er ea s d i a g no sti c a ssessment i s u sed to i d enti f y a r ea s w h er e i nter v enti o n ma y b e need ed to i mp r o v e stu d ent l ea r ni ng C a r neg i e C o u nc i l o n Ad v a nc i ng Ad o l esc ent L i ter a c y 2 0 1 0 Poor performance might reflect any one of a number of problems including but not limited to struggles with language and literacy For example if students are having difficulty understanding grade level text they may have short term memory issues may not read fluently enough to focus th ei r a ttenti o n o n mea ni ng ma k i ng o r ma y no t b e ma k i ng c o nnec ti o ns a c r o ss p h r a ses a nd sentenc es i n th e tex t D i a g no sti c a ssessment i s th e mea ns b y w h i c h to identify the precise source s of the student s difficulty Formative assessment is used so th a t a n a p p r o p r i a te i nter v enti o n c a n b e p l a nned T i mel y to guide ongoing decisions identification of students difficulties is essential to ensuring about student learning th e r i g h t i nter v enti o n i s ma d e so stu d ents c a n p r o g r ess G r ea t c a r e sh o u l d b e ta k en w h en a p p r o a c h i ng d i a g no sti c whereas diagnostic assessment a ssessment i n E ng l i sh f o r E L s a nd stu d ents w h o a r e d ea f F o r is used to identify areas where ex a mp l e a n E L a t th e E mer g i ng l ev el o f E ng l i sh l a ng u a g e intervention may be needed to proficiency or a student who is deaf may appear to struggle improve student learning w i th r ea d i ng c o mp r eh ensi o n w h en r ea d i ng a c o mp l ex tex t i n E ng l i sh H o w ev er i t c o u l d b e th a t th e stu d ent h a s no t had sufficient opportunity to develop the language resources in English including vocabulary and g r a mma ti c a l str u c tu r es o r b a c k g r o u nd k no w l ed g e need ed to a p p l y r ea d i ng c o mp r eh ensi o n str a teg i es W i th a p p r o p r i a tel y a d j u sted i nstr u c ti o na l su p p o r t th e stu d ents ma y d emo nstr a te c o mp r eh ensi o n D i a g no sti c a ssessments a d mi ni ster ed i n E ng l i sh to E L s a nd stu d ents w h o a r e d ea f need to b e i nter p r eted c a r ef u l l y T ea c h er s sh o u l d c o nsi d er p o ssi b l e l i ng u i sti c a nd c u l tu r a l b i a ses o f a ssessments Assessment C h a p ter 8 8 5 9
see sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter u se mu l ti p l e ty p es o f a ssessments i nc l u d i ng a s a p p r o p r i a te a ssessments g i v en i n th e p r i ma r y l a ng u a g e to g a i n a c o mp r eh ensi v e p o r tr a i t o f a stu d ent s l ea r ni ng need s a nd c o mp a r e th e stu d ent s r esu l ts to th o se o f h er o r h i s p eer s w h o a r e E L s o r w h o any test that uses language is in a r e d ea f a nd no t j u st to na ti v e E ng l i sh sp ea k er s part a test of language Therefore Ac c o r d i ng to th e Standards for Educational and Psychological Testing Amer i c a n E d u c a ti o na l R esea r c h for ELs and students who are deaf Asso c i a ti o n AE R A Amer i c a n P sy c h o l o g i c a l Asso c i a ti o n and use American Sign Language AP A a nd N a ti o na l C o u nc i l o n M ea su r ement i n every test written in English E d u c a ti o n N C M E 1 9 9 9 a ny test th a t u ses l a ng u a g e regardless of the content area is i s i n p a r t a test o f l a ng u a g e T h er ef o r e f o r E L s partially a test of their English a nd stu d ents w h o a r e d ea f a nd u se Amer i c a n S i g n language proficiency and may not L a ng u a g e ev er y test w r i tten i n E ng l i sh r eg a r d l ess o f th e c o ntent a r ea i s p a r ti a l l y a test o f th ei r E ng l i sh adequately assess their content language proficiency and may not adequately assess area knowledge and skills th ei r c o ntent a r ea k no w l ed g e a nd sk i l l s Ab ed i 2 0 0 2 For this reason it may be beneficial to assess them i n th ei r p r i ma r y l a ng u a g e i n o r d er to g a i n a mo r e c o mp l ete p i c tu r e o f th ei r str eng th s a nd need s H o w ev er i t ma y no t b e a p p r o p r i a te to u se c o ntent a ssessments i n th e p r i ma r y l a ng u a g e w i th ev er y E L stu d ent F o r ex a mp l e stu d ents w h o a r e l i ter a te o r r ec ei v i ng f o r ma l i nstr u c ti o n i n th ei r na ti v e l a ng u a g e in a content area and who are at lower English language proficiency levels are more likely to benefit f r o m a c o ntent a ssessment i n th e p r i ma r y l a ng u a g e th a n th o se w h o a r e no t P enno c k R o ma n a nd Rivera 2011 Bowles and Stansfield 2008 Stansfield and Bowles 2006 Similarly evaluating emerging b i l i ng u a l s w r i ti ng b y l o o k i ng a t th ei r S p a ni sh w r i ti ng si d e b y si d e w i th th ei r E ng l i sh w r i ti ng c a n h el p tea c h er s see th e h o w th e l a ng u a g es r ei nf o r c e o ne a no th er a nd p r o v i d e a mo r e c o mp r eh ensi v e v i ew o f th e stu d ents d ev el o p i ng b i l i ter a c y S o l ter o G o nz a l ez E sc a mi l l a a nd H o p ew el l 2 0 1 2 A r a ng e o f a ssessments i s a v a i l a b l e f o r d i a g no si ng th e source of a student s difficulties and it is important to ensure th e a p p r o p r i a teness o f th ese a ssessments f o r d i a g no sti c It is advantageous for all p u r p o ses S ee th e sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter available professionals e g B ec a u se a d mi ni ster i ng a nd i nter p r eti ng so me d i a g no sti c teacher reading specialist a ssessments r eq u i r es sp ec i a l tr a i ni ng a nd l i c ensu r e w h en and school psychologist to sel ec ti ng d i a g no sti c a ssessments i t i s i mp o r ta nt to d eter mi ne work together in diagnosing if the school has access to professionals who are qualified a student s difficulties and to administer them Teachers benefit from working closely w i th r ea d i ng sp ec i a l i sts w h o h a v e th e nec essa r y sp ec i a l i z ed planning appropriate k no w l ed g e to i nter p r et d i a g no sti c d a ta a nd p r o v i d e g u i d a nc e interventions regarding specific interventions International Reading Asso c i a ti o n 2 0 0 0 I t i s a d v a nta g eo u s f o r a l l a v a i l a b l e p r o f essi o na l s e g tea c h er r ea d i ng sp ec i a l i st a nd sc h o o l p sy c h o l o g i st to w o r k to g eth er i n d i a g no si ng a student s difficulties and planning appropriate interventions Joseph 2002 Progress Monitoring Short or Medium Cycle P r o g r ess mo ni to r i ng so meti mes r ef er r ed to a s c u r r i c u l u m b a sed mea su r ement o r c u r r i c u l u mb a sed a ssessment i s th e p r a c ti c e o f a ssessi ng stu d ents a c a d emi c p er f o r ma nc e o n a r eg u l a r b a si s f o r three purposes 1 to determine whether students are profiting appropriately from the instructional p r o g r a m i nc l u d i ng th e c u r r i c u l u m 2 to c r ea te mo r e ef f ec ti v e p r o g r a ms f o r th o se stu d ents w h o are not benefitting and 3 to estimate rates of student improvement National Research Center o n L ea r ni ng D i sa b i l i ti es 2 0 0 6 T o i mp l ement p r o g r ess mo ni to r i ng a stu d ent s c u r r ent l ev el o f 8 6 0 C h a p ter 8 Assessment
performance is determined and goals are established for learning for a specific period The student s a c a d emi c p er f o r ma nc e i s a ssessed o n a r eg u l a r b a si s see I E S 2 0 0 9 r ec o mmend a ti o ns d i sc u ssed p r ev i o u sl y a nd p r o g r ess to w a r d meeti ng th e g o a l i s d eter mi ned b y c o mp a r i ng th e a c tu a l a nd ex p ec ted r a tes o f l ea r ni ng To implement progress I n a d d i ti o n to th e g ener a l sc r eeni ng mea su r es d esc r i b ed monitoring a student s p r ev i o u sl y a sy stem o f p r o g r ess mo ni to r i ng i s r ec o mmend ed i n current level of performance r esp o nse to i nter v enti o n R tI p r o g r a ms I E S 2 0 0 9 Al th o u g h th ese r ec o mmend a ti o ns a r e g r o u nd ed i n r esea r c h r el a ted to is determined and goals are R tI th ey a r e c o nsi stent w i th th e mo r e c o mp r eh ensi v e M u l ti established for learning for T i er ed S y stem o f S u p p o r ts M T S S str u c tu r e r ec o mmend ed b y a specific period th i s ELA ELD Framework S ee c h a p ter s 2 a nd 9 B a sed o n a v a i l a b l e ev i d enc e th e p a nel r ep o r t r ec o mmend s th a t p r o g r essmo ni to r i ng a ssessments b e a d mi ni ster ed to T i er 2 stu d ents a t l ea st o nc e ea c h mo nth F o r th o se students who are not making sufficient progress a Tier 3 intensive intervention should be planned P r o g r ess mo ni to r i ng a ssessments a r e u sed i n T i er 3 to d eter mi ne th e ef f ec ti v eness o f th e i nter v enti o n IE S 2 0 0 9 The National Association of State Directors of Special Education NASDSE identified nine essenti a l c h a r a c ter i sti c s o f p r o g r ess mo ni to r i ng R ec o mmend a ti o ns a d v i se th a t p r o g r ess mo ni to r i ng a ssess ma r k er v a r i a b l es th a t h a v e b een d emo nstr a ted to l ea d to th e u l ti ma te i nstr u c ti o na l ta r g et b e sensi ti v e to sma l l i nc r ements o f g r o w th o v er ti me b e a d mi ni ster ed r ep ea ted l y u si ng mu l ti p l e f o r ms be administered efficiently over short periods and result in data that can be summarized in teacherfriendly data displays NASDSE 2005 25 26 I f tea c h er s sc h o o l s o r d i str i c ts w i sh to a d o p t p r o g r ess mo ni to r i ng a ssessments c a r ef u l a ttenti o n need s to b e p a i d to th e tec h ni c a l q u a l i ty o f a ny p r o p o sed a ssessments to ensu r e th ey a r e a p p r o p r i a te f o r th e i ntend ed p u r p o se S ee th e sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter Mandated California Assessments O n O c to b er 2 P er f o r ma nc e a nd a nd R ep o r ti ng S a d mi ni str a to r s a 2 0 1 3 Assemb l y B i l l 4 8 4 esta b l i sh ed th e C a l i f o r ni a Assessment o f S tu d ent P r o g r ess C AAS P P a ssessment sy stem w h i c h r ep l a c es th e S ta nd a r d i z ed T esti ng T AR p r o g r a m T h e p r i ma r y p u r p o se o f th e C AAS P P sy stem i s to a ssi st tea c h er s nd stu d ents a nd th ei r p a r ents b y p r o mo ti ng h i g h q u a l i ty tea c h i ng a nd l ea r ni ng th r o u g h th e u se o f a v a r i ety o f a ssessment a p p r o a c h es a nd i tem ty p es To ensure the assessments address Beginning in the 2014 2015 school year student the full range and depth of the p er f o r ma nc e i n g r a d es th r ee th r o u g h ei g h t a nd i n g r a d e CA CCSS for ELA Literacy and the el ev en i s a ssessed b y a nnu a l su mma ti v e a ssessments breadth of achievement levels d ev el o p ed b y th e S ma r ter B a l a nc ed Assessment Smarter Balanced Summative C o nso r ti u m a nd a d mi ni ster ed i n a c c o r d a nc e w i th Assessments combine item types C AAS P P r eg u l a ti o ns C C R S ec ti o n 8 5 5 b 1 a nd 2 See figure 8 10 This state law exempts ELs from taking including selected response th e E L A p o r ti o n o f th e S B AC a ssessment i f th ey h a v e multiple choice items with one b een enr o l l ed i n a U S sc h o o l f o r l ess th a n 1 2 mo nth s or multiple correct responses and T o ensu r e th e a ssessments a d d r ess th e f u l l r a ng e two part items and constructed a nd d ep th o f th e C A C C S S f o r E L A L i ter a c y a nd th e response students write a short b r ea d th o f a c h i ev ement l ev el s S ma r ter B a l a nc ed text or long essay in response to a S u mma ti v e Assessments c o mb i ne i tem ty p es i nc l u d i ng prompt sel ec ted r esp o nse mu l ti p l e c h o i c e i tems w i th o ne o r mu l ti p l e c o r r ec t r esp o nses a nd tw o p a r t i tems Assessment C h a p ter 8 8 6 1
a nd c o nstr u c ted r esp o nse stu d ents w r i te a sh o r t tex t o r l o ng essa y i n r esp o nse to a p r o mp t F o r ex a mp l e f o r th e th i r d g r a d e r ea d i ng sta nd a r d determine the main idea of a text recount the key details and explain how they support the main idea R I 3 2 sel ec ted r esp o nse i tems c o u l d b e u sed to a ssess determine the main idea of a text recount the key details w h i l e a c o nstr u c ted r esp o nse i tem c o u l d b e u sed to a ssess explain how they support the main idea A c o mp u ter a d mi ni ster ed assessment item response types include matching tables fill in tables select or order text or g r a p h i c s a nd d r a g a nd d r o p L o c a l l y d eter mi ned mea su r es a r e u sed to a ssess th e a c h i ev ement o f stu d ents i n k i nd er g a r ten th r o u g h sec o nd g r a d e a nd to a ssess r ea d i ng sta nd a r d s f o r f o u nd a ti o na l sk i l l s f o r k i nd er g a r ten th r o u g h grade five that are critical to every student s success in r ea d i ng T h e f o u nd a ti o na l sk i l l s a r e a ssessed i ntensi v el y In addition Smarter Balanced a t k i nd er g a r ten th r o u g h g r a d e tw o a nd th en str a teg i c a l l y has a digital library of a t g r a d e l ev el s a b o v e g r a d e tw o I n sel ec ti ng a p p r o p r i a te formative practices and tools a ssessments f o r th ese p u r p o ses sc h o o l d i str i c t l ea d er s need to r ef er to th e sec ti o n o n th e tec h ni c a l q u a l i ty o f for teachers use These tools a ssessments i n th i s c h a p ter to ensu r e th a t th e a ssessments include model units and lessons u sed a r e a p p r o p r i a te f o r th ei r i ntend ed p u r p o ses with embedded formative O p ti o na l i nter i m a ssessments d ev el o p ed b y th e S ma r ter assessment strategies for B a l a nc ed Assessment C o nso r ti u m a r e a l so a v a i l a b l e to teacher use b e a d mi ni ster ed a t l o c a l l y d eter mi ned i nter v a l s T h e i nter i m a ssessments a r e r ep o r ted o n th e sa me sc a l e a s th e y ea r end a ssessments a nd p er mi t tea c h er s to a ssess ei th er c l u ster s o f sta nd a r d s r ef er r ed to a s I nter i m Assessment B l o c k s o r th e f u l l r a ng e o f th e C A C C S S f o r E L A L i ter a c y r ef er r ed to a s I nter i m C o mp r eh ensi v e Assessments I n a d d i ti o n S ma r ter B a l a nc ed h a s a d i g i ta l l i b r a r y o f f o r ma ti v e p r a c ti c es a nd to o l s f o r tea c h er s u se T h ese to o l s i nc l u d e mo d el u ni ts a nd l esso ns w i th emb ed d ed f o r ma ti v e a ssessment str a teg i es f o r tea c h er u se T h e S ma r ter B a l a nc ed S u mma ti v e a nd I nter i m Assessments a r e c o mp u ter a d a p ti v e tests a nd include performance tasks These are described in more detail in figure 8 10 8 6 2 C h a p ter 8 Assessment
Assessment Chapter 8 863 Source K 12 Center at Educational Testing Service 2014 The Smarter Balanced Assessment Consortium Diagram created by Educational Testing Service Figure 8 10 Smarter Balanced Assessment Consortium System
Computer Adaptive Tests C o mp u ter a d a p ti v e tests C AT ta i l o r a n a ssessment to i nd i v i d u a l stu d ents b y p r esenti ng i tems b a sed o n a stu d ent s p er f o r ma nc e o r r esp o nses to p r ev i o u s i tems i n th e test S ma r ter B a l a nc ed 2 0 1 3 a T h e S ma r ter B a l a nc ed S u mma ti v e Assessments u se C AT tec h no l o g y T h e C AT a ssessment engine begins by delivering a short series of moderately difficult grade level test items to the stu d ent a nd th en d ep end i ng o n th e stu d ent s i ni ti a l p er f o r ma nc e d el i v er s i tems th a t a r e ei th er mo r e or less difficult This process continues until the student s level of proficiency is determined Smarter Balanced 2013a For example if a student has performed well on prior items then more difficult i tems a r e g i v en th er ea f ter b u t i f a stu d ent h a s p er f o r med p o o r l y o n p r i o r i tems th en ea si er i tems a r e presented By matching the difficulty of new items more closely with a student s demonstrated level o f p er f o r ma nc e f ew er i tems a r e need ed S o me o f th e c o mp etenc i es a ssessed b y C AT i tems i nc l u d e stu d ents a b i l i ty to u se ev i d enc e to su p p o r t th ei r a na l y ses e g c l a i ms c o nc l u si o ns i nf er enc es f r o m r ea d i ng d i f f er ent l ev el s o f tex t a nd th ei r a b i l i ty to ed i t a nd r ev i se w r i ti ng sa mp l es o f d i f f er ent l ev el s o f c o mp l ex i ty B ec a u se th e test i s a d mi ni ster ed b y c o mp u ter i t i s c r i ti c a l th a t stu d ents d ev el o p th e nec essa r y tec h no l o g y sk i l l s su c h a s k ey b o a r d i ng ma ni p u l a ti ng a mo u se a nd u si ng p u l l d o w n menu s a nd th a t stu d ents h a v e a mp l e ex p er i enc e w i th th e d ev i c es th ey a r e to u se d u r i ng th e S ma r ter B a l a nc ed S u mma ti v e Assessments Performance Tasks P er f o r ma nc e ta sk s p r o v i d e o p p o r tu ni ti es f o r stu d ents to Performance assessments d emo nstr a te l ea r ni ng i n w a y s th a t emu l a te th e c o ntex t o r provide better possibilities c o nd i ti o ns i n w h i c h th e i ntend ed k no w l ed g e a nd sk i l l s a r e a c tu a l l y a p p l i ed AE R A AP A a nd N C M E 1 9 9 9 1 3 7 T h ey to measure complex skills c a n ta k e th e f o r m o f d emo nstr a ti o ns o r a l p er f o r ma nc es and communication i nv esti g a ti o ns a nd w r i tten p r o d u c ts L a ne 2 0 1 3 P er f o r ma nc e important competencies a ssessments p r o v i d e b etter p o ssi b i l i ti es to mea su r e c o mp l ex and disciplinary knowledge sk i l l s a nd c o mmu ni c a ti o n i mp o r ta nt c o mp etenc i es a nd needed in today s society and d i sc i p l i na r y k no w l ed g e need ed i n to d a y s so c i ety P a l m 2 0 0 8 important learning goals that a nd i mp o r ta nt l ea r ni ng g o a l s th a t c a nno t b e ea si l y a ssessed w i th o th er f o r ma ts R esni c k a nd R esni c k 1 9 9 2 cannot be easily assessed with T h e p er f o r ma nc e ta sk s i nc l u d ed i n th e S ma r ter B a l a nc ed other formats S u mma ti v e Assessments emp h a si z e d eep k no w l ed g e o f c o r e c o nc ep ts a nd i d ea s a na l y si s sy nth esi s c o mmu ni c a ti o n a nd c r i ti c a l th i nk i ng T h ey i nc l u d e sev er a l c o nnec ted a ssessment i tems a nd ma y r eq u i r e mo r e th a n o ne c l a ss p er i o d to c o mp l ete F o r ex a mp l e to a ssess w r i ti ng sta nd a r d s a p er f o r ma nc e ta sk ma y a sk stu d ents to w r i te a f u l l c o mp o si ti o n i nv o l v i ng p l a nni ng a nd r ev i si o n i n r esp o nse to stu d ents r ea d i ng and analysis of multiple and varied texts Similarly performance tasks are used to assess grade 6 12 r ea d i ng a nd w r i ti ng sta nd a r d s f o r l i ter a c y i n h i sto r y so c i a l stu d i es sc i enc e a nd tec h ni c a l su b j ec ts F o r i nsta nc e sh o r t r esea r c h p r o j ec ts th a t i nv o l v e a p p l y i ng r esea r c h a nd i nq u i r y a s w el l a s a d emo nstr a ti o n o f ma ny 2 1 st c entu r y sk i l l s to p r o d u c e a r a ng e o f p r o d u c ts e g sc r i p t f o r a p r esenta ti o n mu l ti med i a p r esenta ti o n p u b l i c ser v i c e a nno u nc ement a r e a ssessed w i th end o f y ea r p er f o r ma nc e ta sk s O th er c o nstr u c ted r esp o nse ta sk s i nc l u d e a sk i ng stu d ents to r esp o nd to a q u esti o n a b o u t a p a ssa g e th ey h a v e r ea d a nd u se d eta i l s f r o m th e tex t to su p p o r t th ei r a nsw er to w r i te a n end i ng to a sto r y b y a d d i ng d eta i l s to tel l w h a t h a p p ens nex t r ev i si ng a p a r a g r a p h b y a d d i ng d eta i l s to su p p o r t a n a r g u ment a nd h i g h l i g h ti ng p a r ts o f a tex t th a t p r o v i d e ev i d enc e to su p p o r t a c o r e i d ea o f th e tex t 8 6 4 C h a p ter 8 Assessment
Assessments for Students with Significant Cognitive Disabilities The CCSS for ELA Literacy are for every student including students with significant cognitive d i sa b i l i ti es Al l stu d ents w i th d i sa b i l i ti es p a r ti c i p a te i n sta tew i d e a ssessments w i th th e ex c ep ti o n o f students who cannot achieve at or near grade level as identified by the members of the IEP team These students present the most significant cognitive d i sa b i l i ti es a nd ma k e u p a p p r o x i ma tel y o ne p er c ent o f th e All students with disabilities p o p u l a ti o n T h ey r eq u i r e su b sta nti a l su p p o r ts p r o v i d ed i n participate in statewide c o nnec ti o n w i th a n a l ter na ti v e a ssessment T h ese su p p o r ts allow identified students to have meaningful access to assessments with the exception c er ta i n sta nd a r d s a nd a ssessment ex p er i enc es a s a p p r o p r i a te of students who cannot to th ei r a c a d emi c a nd f u nc ti o na l need s O n O c to b er 1 2 0 1 2 achieve at or near grade level C a l i f o r ni a j o i ned th e N a ti o na l C enter a nd S ta te C o l l a b o r a ti v e as identified by the members N C S C T h e N C S C i s c u r r entl y d ev el o p i ng sev er a l r eso u r c es of the IEP team These students to support students with significant cognitive disabilities present the most significant i nc l u d i ng p r o f essi o na l l ea r ni ng mo d u l es c u r r i c u l u m mo d el s i nstr u c ti o na l ma ter i a l s a l ter na te a c h i ev ement sta nd a r d s cognitive disabilities and make a nd a mu l ti sta te c o mp r eh ensi v e a ssessment sy stem T h e up approximately one percent long term goal is to ensure that students with significant of the population c o g ni ti v e d i sa b i l i ti es a c h i ev e i nc r ea si ng l y h i g h er a c a d emi c o u tc o mes a nd l ea v e h i g h sc h o o l r ea d y f o r p o stsec o nd a r y o p ti o ns T h e N C S C i s i ntend ed to b e a sta nd a r d s a l i g ned a ssessment a nd i s ta r g eted to r ep l a c e th e p r ev i o u s a l ter na te p er f o r ma nc e b a sed a ssessment k no w n a s th e C a l i f o r ni a Al ter na te P er f o r ma nc e Assessment C AP A F o r mo r e i nf o r ma ti o n c o nta c t th e C a l i f o r ni a D ep a r tment o f E d u c a ti o n C o mmo n C o r e R eso u r c es f o r S p ec i a l E d u c a ti o n W eb si te h ttp w w w c d e c a g o v sp se c c Biliteracy Assessment W h en i nstr u c ti o n i s p r o v i d ed i n E ng l i sh a nd i n a n When instruction is provided a d d i ti o na l l a ng u a g e i n a l ter na ti v e b i l i ng u a l o r d u a l l a ng u a g e in English and in an additional p r o g r a ms c l a ssr o o m a ssessment f o r a c a d emi c a nd l a ng u a g e language in alternative d ev el o p ment p r o g r ess i n b o th l a ng u a g es i s nec essa r y S u c h bilingual or dual language a ssessments sh o u l d b e d esi g ned a c c o r d i ng to th e sa me p r i nc i p l es a nd r ec o mmend a ti o ns a r ti c u l a ted th r o u g h o u t th i s programs classroom ELA ELD Framework a nd i n th i s c h a p ter b o th f o r E L s a nd assessment for academic f o r stu d ents w h o se p r i ma r y l a ng u a g e i s E ng l i sh F r eq u entl y and language development a nd c l o sel y mo ni to r i ng stu d ents p r o g r ess a ssessi ng i n b o th progress in both languages is l a ng u a g es u sed f o r i nstr u c ti o n a nd i nter p r eti ng a ssessment necessary r esu l ts i n a c c o r d a nc e w i th th e r esea r c h o n ef f ec ti v e b i l i ng u a l ed u c a ti o n p r a c ti c es h el p ensu r e th a t stu d ents ma k e stea d y a nd c o nsi stent p r o g r ess to w a r d f u l l b i l i ter a c y a nd a c a d emi c a c h i ev ement i n b o th l a ng u a g es E ng l i sh l ea r ner s w h o h a v e b een enr o l l ed i n a U S sc h o o l f o r l ess th a n 1 2 mo nth s d o no t to ta k e th e E L A p o r ti o n o f th e S ma r ter B a l a nc ed S u mma ti v e Assessments Assessment C h a p ter 8 8 6 5
English Language Proficiency Assessments The English Language Proficiency Assessments for California ELPAC which will be aligned to th e C A E L D S ta nd a r d s a d o p ted i n 2 0 1 2 i s b ei ng d ev el o p ed to r ep l a c e th e C a l i f o r ni a E ng l i sh L a ng u a g e D ev el o p ment T est C E L D T T h e C E L D T w i l l b e a d mi ni ster ed a s u su a l u nti l th e E L P AC i s f u l l y o p er a ti o na l T h e E L P AC w i l l c o nsi st o f tw o sep a r a te a ssessments a n i ni ti a l a ssessment a nd a su mma ti v e assessment A summary of the identification and assessment process for ELs follows Home Language Survey HLS School districts will continue to employ an HLS as the first step i n i d enti f y i ng stu d ents w h o se p r i ma r y l a ng u a g e i s no t E ng l i sh T h e H L S i nd i c a tes i f a stu d ent sp ea k s a l a ng u a g e o th er th a n E ng l i sh a t h o me so meti mes o r a l l o f th e ti me T h e H L S h el p s to d eter mi ne w h i c h stu d ents a r e p o tenti a l l y E L a nd tr i g g er s th e r eq u i r ement to a d mi ni ster the ELPAC Initial Assessment to confirm EL classification ELPAC Initial Assessment Initial T h e I ni ti a l w i l l b e u sed b y sc h o o l d i str i c ts to d eter mi ne w h eth er a stu d ent i s a n E L I t w i l l b e sc o r ed a t th e l o c a l l ev el by qualified ELPAC examiners resulting in a quicker tu r na r o u nd o f test r esu l ts a nd ti mel i er d eter mi na ti o n of EL classification and placement of students in a p p r o p r i a te i nstr u c ti o na l p r o g r a ms ELPAC Summative Assessment Summative E L P AC ex a mi ner s w i l l a nnu a l l y a d mi ni ster th e Summative to all identified ELs during a four month p er i o d a f ter J a nu a r y 1 a s d eter mi ned b y th e S ta te S u p er i ntend ent w i th th e a p p r o v a l o f th e S ta te B o a r d o f E d u c a ti o n T h e r esu l ts w i l l b e u sed to d eter mi ne E L s a nnu a l p r o g r ess i n l ea r ni ng E ng l i sh f o r f ed er a l a c c o u nta b i l i ty p u r p o ses T h e r esu l ts ma y a l so b e u sed b y sc h o o l d i str i c ts to ev a l u a te th e ef f ec ti v eness o f th ei r E L D p r o g r a ms c u r r i c u l a r r eso u r c es a nd i nstr u c ti o n The English Language Proficiency Assessments for California ELPAC which will be aligned to the CA ELD Standards adopted in 2012 is being developed to replace the California English Language Development Test CELDT The CELDT will be administered as usual until the ELPAC is fully operational The ELPAC conceptual model figure 8 11 below highlights the process for using the HLS the I ni ti a l a nd th e a nnu a l S u mma ti v e B o x es A a nd C h a v e d o tted b o r d er s to i nd i c a te l o c a l a c ti v i ti es a nd B o x es B a nd D h a v e so l i d b o r d er s to i nd i c a te th em a s i nteg r a l c o mp o nents o f th e sta te a ssessment sy stem 8 6 6 C h a p ter 8 Assessment
Figure 8 11 ELPAC Conceptual Model Source California Department of Education 2013b Memorandum California English Language Development Test Transitioning to the English Language Proficiency Assessment for California Sacramento California Department of Education Technical Quality of Assessments When considering the use of assessments to determine student achievement of the CA CCSS for ELA Literacy and the CA ELD Standards it is important to keep in mind the purpose for which a given assessment is intended If an assessment does not permit proper inferences and provide accurate information for the specific decision making purpose its use may constitute misuse Herman Aschbacher and Winters 1992 Assessment Chapter 8 867
T h i s sec ti o n el a b o r a tes th e i ntend ed p u r p o se o f a ssessment I t i s p a r ti c u l a r l y i mp o r ta nt to r ef er to th i s sec ti o n w h en sel ec ti ng a ssessments o th er th a n C a l i f o r ni a ma nd a ted a ssessments e g S ma r ter B a l a nc ed S u mma ti v e Assessments w h o se tec h ni c a l q u a l i ty a r e esta b l i sh ed th r o u g h r i g o r o u s stu d i es Elements of Technical Quality T h e i d ea o f th e technical quality o f a ssessment r ef er s th e a c c u r a c y o f i nf o r ma ti o n y i el d ed b y a ssessments a nd th e a p p r o p r i a teness o f th e a ssessments f o r th ei r i ntend ed p u r p o ses T h er e a r e th r ee i mp o r ta nt el ements r el a ted to th e tec h ni c a l q u a l i ty o f a ssessments v a l i d i ty r el i a b i l i ty a nd f r eed o m from bias AERA APA and NCME 1999 Each element is described here and figure 8 12 which su mma r i z es th e k ey p o i nts f o r ea c h i s i nc l u d ed a t th e end o f th i s sec ti o n Validity Validity is the overarching concept that defines quality in educational measurement It is the extent to w h i c h a n a ssessment p er mi ts a p p r o p r i a te i nf er enc es a b o u t stu d ent l ea r ni ng a nd c o ntr i b u tes to the adequacy and appropriateness of using assessment results for specific decision making purposes H er ma n H er i ta g e a nd G o l d sc h mi d t 2 0 1 1 N o a ssessment i s v a l i d f o r a l l p u r p o ses W h i l e p eo p l e o f ten r ef er to th e v a l i d i ty o f a test i t i s mo r e c o r r ec t to r ef er to th e v a l i d i ty No assessment is valid for all o f th e i nf er enc es o r i nter p r eta ti o ns th a t c a n b e ma d e purposes While people often f r o m th e r esu l ts o f a test V a l i d i ty i s b a si c a l l y a ma tter o f refer to the validity of a test d eg r ee b a sed o n i ts p u r p o se a n a ssessment c a n h a v e h i g h it is more correct to refer to mo d er a te o r l o w v a l i d i ty F o r ex a mp l e a d i a g no sti c r ea d i ng the validity of the inferences test mi g h t h a v e a h i g h d eg r ee o f v a l i d i ty f o r i d enti f y i ng th e or interpretations that can be ty p e o f d ec o d i ng p r o b l ems a stu d ent i s h a v i ng a mo d er a te d eg r ee f o r d i a g no si ng c o mp r eh ensi o n p r o b l ems a l o w made from the results of a test degree for identifying vocabulary knowledge difficulties and no validity for diagnosing writing conventions difficulties S i mi l a r l y a nnu a l a ssessments a t th e end o f si x th g r a d e h a v e a h i g h d eg r ee o f v a l i d i ty f o r a ssessi ng a c h i ev ement o f sta nd a r d s f o r th o se stu d ents b u t no v a l i d i ty f o r a ssessi ng th e a c h i ev ement o f th e i nc o mi ng g r o u p o f si x th g r a d er s F o r a n a ssessment to b e v a l i d f o r th e i ntend ed p u r p o se th er e sh o u l d b e ev i d enc e th a t i t d o es i n f a c t a ssess w h a t i t p u r p o r ts to a ssess T est p u b l i sh er ma nu a l s sh o u l d i nc l u d e i nf o r ma ti o n a b o u t the types of validity evidence that have been collected to support the intended uses specified for the a ssessment Reliability R el i a b i l i ty r ef er s to h o w c o nsi stentl y a n a ssessment mea su r es w h a t i t i s i ntend ed to mea su r e L i nn a nd M i l l er 2 0 0 5 I f a n a ssessment i s r el i a b l e th e r esu l ts sh o u l d b e r ep l i c a b l e F o r i nsta nc e c h a ng es i n th e ti me o f a d mi ni str a ti o n d a y a nd ti me o f sc o r i ng w h o sc o r es th e a ssessment a nd th e sa mp l e o f a ssessment i tems Reliability refers to how sh o u l d no t c r ea te i nc o nsi stenc i es i n r esu l ts consistently an assessment R el i a b i l i ty i s i mp o r ta nt b ec a u se i t i s a nec essa r y a d j u nc t o f a ssessment v a l i d i ty L i nn a nd M i l l er 2 0 0 5 I f a ssessment measures what it is intended r esu l ts a r e no t c o nsi stent th en i t i s r ea so na b l e to c o nc l u d e to measure If an assessment is th a t th e r esu l ts d o no t a c c u r a tel y mea su r e w h a t th e reliable the results should be a ssessment i s p u r p o r ted to mea su r e A g ener a l r u l e o f th u mb replicable f o r r el i a b i l i ty i s th a t th e mo r e i tems o n a n a ssessment th e h i g h er th e r el i a b i l i ty R el i a b i l i ty i s a ssessed p r i ma r i l y w i th 8 6 8 C h a p ter 8 Assessment
sta ti sti c a l i nd i c es P u b l i sh er s ma nu a l s sh o u l d p r o v i d e i nf o r ma ti o n a b o u t th e r el i a b i l i ty ev i d enc e f o r a n a ssessment a nd th e r el ev a nt sta ti sti c a l i nd i c es A variety of factors can influence the reliability of an assessment For example if a test is a d mi ni ster ed i n a n ex tr emel y h o t o r no i sy r o o m stu d ents ma y no t b e a b l e to c o mp l ete th e test to th e b est o f th ei r a b i l i ty I f stu d ents a r e a sk ed to p r o v i d e a n o r a l p r esenta ti o n w h en th e i nstr u c ti o ns o r ex p ec ta ti o ns Bias arises from tests that favor h a v e no t b een ma d e c l ea r th i s a f f ec ts th e r el i a b i l i ty students of a particular gender o f th e p er f o r ma nc e a ssessment A nu mb er o f o th er f a c to r s i nc l u d i ng stu d ents h ea l th l ev el o f str ess a nd ethnicity cultural background mo ti v a ti o n c a n a f f ec t th e r el i a b i l i ty o f a n a ssessment geographic location disability or T ea c h er s sh o u l d u se th ei r j u d g ment i n i nter p r eti ng primary language An assessment a ssessment r esu l ts w h en th ey su sp ec t stu d ents a r e no t that is free from bias produces the a b l e to p er f o r m to th e b est o f th ei r a b i l i ti es I t i s eq u a l l y same scores for students of the i mp o r ta nt f o r tea c h er s to u nd er sta nd th a t a test o r p er f o r ma nc e a ssessment ma y b e r el i a b l e b u t no t v a l i d same attainment level irrespective F o r ex a mp l e a stu d ent ma y c o nsi stentl y d o w el l o n a n of their demographic subgroup a ssessment b u t th e a ssessment ma y no t b e mea su r i ng w h a t i t c l a i ms to mea su r e Freedom from Bias B i a s c a n o c c u r i n test d esi g n o r th e w a y r esu l ts a r e i nter p r eted a nd u sed B i a s sy stema ti c a l l y d i sa d v a nta g es a stu d ent o r g r o u p o f stu d ents so th a t th e stu d ents a r e u na b l e to a c c u r a tel y sh o w w h a t th ey k no w a nd c a n d o w i th r esp ec t to th e c o ntent o f th e a ssessment As a r esu l t th e a ssessment results may underestimate the students achievement or reflect abilities that are not related to the a ssessment s c o ntent Ab ed i a nd L o r d 2 0 0 1 B i a s a r i ses f r o m tests th a t f a v o r stu d ents o f a p a r ti c u l a r g end er eth ni c i ty c u l tu r a l b a c k g r o u nd g eo g r a p h i c l o c a ti o n d i sa b i l i ty o r p r i ma r y l a ng u a g e An a ssessment th a t i s f r ee f r o m b i a s p r o d u c es th e sa me sc o r es f o r stu d ents o f th e sa me a tta i nment l ev el i r r esp ec ti v e o f th ei r d emo g r a p h i c su b g r o u p Popham 1995 identifies two forms of bias offensiveness and unfair penalization Offensiveness o c c u r s w h en th e c o ntent o f a n a ssessment o f f end s u p sets o r d i str esses p a r ti c u l a r su b g r o u p s th u s negatively influencing the test performance of these students Items that present stereotypes of girls b o y s o r p a r ti c u l a r c u l tu r es o r th a t p o r tr a y c er ta i n g r o u p s a s i nf er i o r c o u l d a d v er sel y a f f ec t c er ta i n stu d ents p er f o r ma nc e Unfair penalization occurs when the test content makes the test more difficult for some students th a n f o r o th er s B i a s ma y o c c u r f o r ex a mp l e i f a test i nc l u d es v o c a b u l a r y th a t i s u nf a mi l i a r to stu d ents b ec a u se o f th ei r c u l tu r e o r g eo g r a p h i c l o c a ti o n B i a s ma y a l so o c c u r i f th e test c o nta i ns i ma g es th a t a r e mo r e f a mi l i a r to o ne g r o u p th a n a no th er o r d ema nd s l a ng u a g e sk i l l s b ey o nd th o se o f th e ta r g eted stu d ents F o r ex a mp l e i f a r ea d i ng a ssessment c o nta i ns v o c a b u l a r y r el a ted to r u r a l l i f e th en i nner c i ty stu d ents a r e p o tenti a l l y mo r e d i sa d v a nta g ed th a n r u r a l stu d ents I n a d d i ti o n b i a s o c c u r s w h en a ssessments th a t a r e b a sed o n l etter so u nd p r i nc i p l es a r e u sed w i th stu d ents w h o d o no t h a v e a c c ess to th e so u nd s o f l a ng u a g e i e stu d ents w h o a r e d ea f o r h a r d o f h ea r i ng Assessment d ev el o p er s ty p i c a l l y g o to g r ea t l eng th s to ma k e su r e a ssessment i tems a r e no t b i a sed E x a mi ne th e p u b l i sh er s ma nu a l f o r ev i d enc e th a t i tem r ev i ew s to g u a r d a g a i nst b i a s h a v e b een c o nd u c ted V a l i d i ty r el i a b i l i ty a nd f r eed o m f r o m b i a s a r e a l l nec essa r y c o nd i ti o ns f o r a ssessment T h ey a r e no t i nter c h a ng ea b l e L i nn a nd M i l l er 2 0 0 5 F o r ex a mp l e a n a ssessment ma y o f f er c o nsi stent r esu l ts h i g h r el i a b i l i ty w i th o u t mea su r i ng w h a t w a s ta r g eted l o w v a l i d i ty a nd c o nv er sel y a mea su r ement w i th a l l th e h a l l ma r k s o f v a l i d i ty ma y no t h a v e h i g h r el i a b i l i ty T h e k ey p o i nts o f tec h ni c a l q u a l i ty a r e summarized in figure 8 12 Assessment C h a p ter 8 8 6 9
Figure 8 12 Key Points in Technical Quality of Assessments Long and Medium Cycle Assessments T echnical Q uality K ey Points V alidity Assessments need to b e v a l i d f o r th e i ntend ed p u r p o se T h e ex tent to w h i c h th e i nf o r ma ti o n th e a ssessment p r o v i d es i s a c c u r a te adequate and appropriate for a specific decision making purpose W h i l e p eo p l e o f ten r ef er to th e v a l i d i ty o f a test i t i s mo r e c o r r ec t to r ef er to th e v a l i d i ty o f th e interpretations th a t c a n b e ma d e f r o m th e r esu l ts o f a test N o test i s v a l i d f o r a l l p u r p o ses R eliability C o nsi stenc y o f th e test r esu l ts r ep ea ted l y a nd o v er ti me R esu l ts o f a test a r e r el i a b l e i f th ey a r e r ep l i c a b l e d esp i te c h a ng es i n test a d mi ni str a ti o n a nd sc o r i ng e g ti me o f a d mi ni str a ti o n o r w h o sc o r es a test Reliability is important because it is a necessary but not sufficient condition f o r v a l i d i ty I f a ssessment r esu l ts a r e no t c o nsi stent th en i t i s r ea so na b l e to c o nc l u d e th a t th e sc o r es d o no t a c c u r a tel y mea su r e w h a t th e test i s i ntend ed to mea su r e F reedom from Bias I nf o r ma ti o n o r c o nd i ti o n i n a n a ssessment th a t u nf a i r l y d i sa d v a nta g es a stu d ent o r g r o u p s f r o m sh o w i ng th ei r k no w l ed g e i n th e c o ntent An a ssessment f r ee f r o m b i a s p r o d u c es sa me sc o r es f o r stu d ents a t th e sa me a tta i nment l ev el d esp i te stu d ents d emo g r a p h i c s e g g end er eth ni c i ty p r i ma r y l a ng u a g e Two forms of bias 1 offensiveness content offends or upsets particular subgroups 2 unfair penalization content more difficult for some students th a n o th er s I n th e nex t sec ti o n th e i d ea s o f v a l i d i ty r el i a b i l i ty a nd b i a s a r e c o nsi d er ed i n th e c o ntex t o f f o r ma ti v e a ssessment p r a c ti c e Technical Quality and Formative Assessment I n f o r ma ti v e a ssessment th e ev i d enc e g ener a ted b y a v a r i ety o f mea ns i s i ntend ed to p r o v i d e information about students learning progress in relation to specific learning goals i e for a lesson a nd to b e u sed to i nf o r m i mmed i a te d ec i si o ns a b o u t nex t step s i n tea c h i ng a nd l ea r ni ng J u st a s a l i g nment to g o a l s i s i mp o r ta nt f o r a nnu a l a nd i nter i m a ssessments so i t i s f o r f o r ma ti v e a ssessment Teachers need to be clear about the specific learning goals what students will learn not w h a t th ey w i l l d o a nd w h a t a su c c essf u l p er f o r ma nc e enta i l s F o r ex a mp l e l ea r ni ng g o a l s f o r th i r d g r a d e r ea d er s mi g h t b e to 1 u nd er sta nd th a t th e ma i n i d ea i s th e a u th o r s messa g e a b o u t a to p i c mi nu s a l l th e d eta i l s a nd 2 d eter mi ne th e ma i n i d ea o f a tex t T h e p er f o r ma nc es o f u nd er sta nd i ng a nd sk i l l s f o r th ese g o a l s w o u l d b e f o r th e stu d ents to 1 ex p l a i n th e ma i n i d ea o f a tex t 2 l o c a te w h er e th e a u th o r d i r ec tl y ex p r esses th e ma i n i d ea messa g e i n tex t a nd 3 ex p l a i n h o w th e i mp o r ta nt d eta i l s d esc r i b e th e ma i n i d ea T h e tea c h er a l i g ns h er ev i d enc e g a th er i ng str a teg i es w i th th e g o a l s a nd p er f o r ma nc e c r i ter i a F o r a ssessment to b e f o r ma ti v e i t mu st b e b o th ti mel y a nd p r o d u c e i nf o r ma ti o n th a t c a n i nf o r m tea c h i ng p r a c ti c e d u r i ng i ts o ng o i ng c o u r se E r i c k so n 2 0 0 7 F o r th i s r ea so n th e i mmed i a te o r p r o x i ma te ti mi ng o f ev i d enc e i s a k ey c o mp o nent o f f o r ma ti v e a ssessment v a l i d i ty I n a d d i ti o n f o r f o r ma ti v e a ssessment to b e v a l i d th e r esu l ti ng i nf o r ma ti o n mu st y i el d su b sta nti v e i nsi g h ts i nto stu d ents c u r r ent l ea r ni ng sta tu s th a t c a n b e u sed i n su b seq u ent p ed a g o g i c a l a c ti o n H er i ta g e 2 0 1 3 8 7 0 C h a p ter 8 Assessment
An i mp o r ta nt p o i nt a b o u t v a l i d i ty i n f o r ma ti v e a ssessment c o nc er ns th e c o nseq u enc es o f a ssessment u se B ec a u se For assessment to be a c ti o n r esu l ti ng f r o m th e u se o f f o r ma ti v e a ssessment evidence is intended to produce benefits to student learning formative it must be c o nseq u enc es r ep r esent a n i mp o r ta nt c o mp o nent o f th e both timely and produce v a l i d i ty o f su c h a ssessment E v en i f a ssessments a r e f o r ma ti v e information that can inform i n i ntenti o n th ey a r e no t so i n p r a c ti c e i f th ey d o no t g ener a te teaching practice during f u r th er l ea r ni ng S to b a r t 2 0 0 6 W i l i a m a nd B l a c k 1 9 9 6 its ongoing course For this R el i a b i l i ty f o r c l a ssr o o m f o r ma ti v e a ssessment ta k es a v er y reason the immediate or d i f f er ent f o r m b ec a u se er r o r s i n i nstr u c ti o na l d ec i si o ns c a n be rectified quickly by gathering more evidence of learning proximate timing of evidence S h ep a r d 2 0 0 1 R el i a b i l i ty i n r el a ti o n to i nstr u c ti o na l d ec i si o ns is a key component of can be thought of as sufficiency of information Smith 2003 formative assessment validity 30 In other words teachers have to be confident that they h a v e eno u g h i nf o r ma ti o n a b o u t a stu d ent s l ea r ni ng to ma k e a reasonable judgment about the current status of that learning This idea of sufficiency of information f o r r el i a b i l i ty a r g u es f o r mu l ti p l e so u r c es o f ev i d enc e b ef o r e a tea c h er ma k es a n i nstr u c ti o na l d ec i si o n T h e w i d er th e r a ng e o f i nf o r ma ti o n a nd th e mo r e f r eq u entl y th e i nf o r ma ti o n i s c o l l ec ted th e mo r e accurately learning can be inferred Griffin and others 2010 In practical terms this might mean that before making a judgment about student learning on specific features of language a teacher h a s ev i d enc e f r o m stu d ents o r a l l a ng u a g e p r o d u c ti o n f r o m a q u i c k w r i te a nd f r o m a tex t th a t h a s been underlined by students to identify the specific language feature in question The more this kind o f ev i d enc e i s g a th er ed i n th e c o ntex t o f ev er y d a y l ea r ni ng ta sk s th e l ess ti me i s ta k en a w a y f r o m i nstr u c ti o n a nd th e mo r e r el i a b l e th e ev i d enc e g a th er ed a b o u t a stu d ent s l ea r ni ng i s L i nn a nd B a k er 1 9 9 6 B ec a u se r ea d i ng w r i ti ng sp ea k i ng a nd l i steni ng sk i l l s d o no t d ev el o p i n l o c k step a c r o ss a l l stu d ents f o r ma ti v e teachers have to be confident a ssessment i s i nev i ta b l y p er so na l i z ed a nd tea c h er s need that they have enough to emp l o y str a teg i es th a t ta p i nto i nd i v i d u a l s k no w l ed g e information about a student s a nd sk i l l s W h a tev er ev i d enc e so u r c es a tea c h er sel ec ts th ey sh o u l d a c c o u nt f o r th e r a ng e o f stu d ents p r esent learning to make a reasonable i n th e c l a ss so th a t a l l stu d ents h a v e th e o p p o r tu ni ty judgment about the current to sh o w w h er e th ey a r e i n th ei r l ea r ni ng a nd h a v e th e status of that learning This idea p r o sp ec t o f mo v i ng f o r w a r d f r o m th ei r c u r r ent sta tu s of sufficiency of information for F o r ex a mp l e w el l d esi g ned q u esti o ns a nd ta sk s th a t a r e reliability argues for multiple sufficiently open ended give all students the opportunity sources of evidence before a to r ev ea l th ei r l ea r ni ng S i mi l a r l y f o r ma ti v e a ssessment sh o u l d no t i nc l u d e a ny el ements th a t w o u l d p r ev ent so me teacher makes an instructional stu d ents f r o m sh o w i ng w h er e th ey a r e r el a ti v e to g o a l s decision T h ese k ey p o i nts r eg a r d i ng tec h ni c a l q u a l i ty i n f o r ma ti v e assessment are summarized in figure 8 13 Assessment C h a p ter 8 8 7 1
Figure 8 13 Key Points in Technical Quality of Assessments Short Cycle Formative Assessment Evidence gathered by the teacher is aligned to specific student learning goals d er i v ed f r o m sta nd a r d s E v i d enc e g a th er ed i s ti mel y a nd c o nta i ns i nf o r ma ti o n th a t c a n i nf o r m tea c h i ng V a l i d i ty o f f o r ma ti v e a ssessment ma i nl y l i es i n th e u se o f ev i d enc e i nf o r ma ti o n g a th er ed y i el d s su b sta nti v e i nsi g h ts to stu d ents c u r r ent l ea r ni ng sta tu s th a t w i l l b e u sed f o r p ed a g o g i c a l a c ti o n i n o r d er to mo v e stu d ents to w a r d a c h i ev i ng l ea r ni ng g o a l s R el i a b i l i ty p er ta i ns to g a th er i ng eno u g h i nf o r ma ti o n e g mu l ti p l e so u r c es a b o u t stu d ent l ea r ni ng i n o r d er to ma k e a r ea so na b l e a c c u r a te j u d g ment f o r su b seq u ent i nstr u c ti o na l d ec i si o ns T o ensu r e f r eed o m f r o m b i a s ev i d enc e g a th er i ng i s p er so na l i z ed to stu d ents so a l l stu d ents h a v e th e o p p o r tu ni ty to sh o w w h er e th ey a r e i n th ei r l ea r ni ng a nd h a v e th e p r o sp ec t o f mo v i ng f o r w a r d f r o m th ei r c u r r ent l ea r ni ng sta tu s Conclusion S k i l l ed u se o f a ssessment to o l s a nd p r o c esses i s c r i ti c a l f o r ensu r i ng stu d ents a c h i ev ement o f th e C A C C S S f o r E L A L i ter a c y a nd th e C A E L D S ta nd a r d s O nl y w h en tea c h er s a nd l ea d er s h a v e a r a ng e o f a c c u r a te i nf o r ma ti o n a b o u t stu d ent l ea r ni ng a r e th ey i n a p o si ti o n to ma k e d ec i si o ns th a t a d v a nc e l ea r ni ng K ey to i nf o r mi ng th e d ec i si o ns ed u c a to r s need to ma k e i s a b a l a nc ed a nd c o mp r eh ensi v e sy stem o f a ssessment th a t p r o v i d es d i f f er ent l ev el s o f d eta i l f o r d i f f er ent d ec i si o n ma k i ng p u r p o ses W i th i n su c h a n a ssessment sy stem d i str i c ts a nd sc h o o l p er so nnel need to str i k e th e r i g h t b a l a nc e i n ter ms o f th e r a ng e o f a v a i l a b l e a ssessments to tea c h er s f r o m th e sta te o r d i str i c t to th o se a d o p ted b y i nd i v i d u a l sc h o o l s to a ssessments emb ed d ed i n c u r r i c u l u m ma ter i a l s to o ng o i ng d a y b y d a y f o r ma ti v e a ssessment p r a c ti c es th a t tea c h er s eng a g e i n d u r i ng i nstr u c ti o n Assessment o p er a tes i n th e ser v i c e o f l ea r ni ng a nd i nv o l v es c a r ef u l c o nsi d er a ti o n o f th e d ec i si o ns th a t tea c h er s need to ma k e w h en d u r i ng th e sc h o o l y ea r th ey need to ma k e th em to ensu r e stu d ent p r o g r ess a nd th e a ssessment to o l s a nd p r o c esses th ey need to i nf o r m th ei r d ec i si o n ma k i ng I n c o mb i na ti o n w i th th e r i g h t a ssessments f o r th e r i g h t p u r p o ses tea c h er s sk i l l f u l u se o f a ssessment to su p p o r t l ea r ni ng i s c r i ti c a l to ensu r e th a t stu d ents i n C a l i f o r ni a meet th e a mb i ti o u s l a ng u a g e a nd l i ter a c y sta nd a r d s th a t h a v e b een set f o r th 8 7 2 C h a p ter 8 Assessment
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2 0 0 5 b Will Commercialization Enable or Destroy Formative Assessment O r i g i na l ti tl e F o r ma ti v e a ssessment C a v ea t emp to r P a p er p r esented a t th e E T S I nv i ta ti o na l C o nf er enc e 2 0 0 5 T h e F u tu r e o f Assessment S h a p i ng T ea c h i ng a nd L ea r ni ng N ew Y o r k S ma r ter B a l a nc ed Ac c essi b i l i ty C o nso r ti u m S B AC 2 0 1 3 a h ttp w w w sma r ter b a l a nc ed o r g a c c essed M a r c h 6 2 0 1 5 2 0 1 3 b Smarter Balanced Accessibility and Accommodations Meeting the Needs of All Students h ttp w w w sma r ter b a l a nc ed o r g w o r d p r ess w p c o ntent u p l o a d s 2 0 1 2 0 7 S ma r ter B a l a nc ed _ Ac c essi b i l i ty _ F a c tsh eet p d f a c c essed M a r c h 6 2 0 1 5 2 0 1 4 Smarter Balanced Assessment Consortium Usability Accessibility and Accommodations Guidelines h ttp w w w sma r ter b a l a nc ed o r g w o r d p r ess w p c o ntent u p l o a d s 2 0 1 4 0 8 S ma r ter B a l a nc ed _ G u i d el i nes p d f a c c essed M a r c h 6 2 0 1 5 S mi th J ef f r ey K 2 0 0 3 R ec o nsi d er i ng R el i a b i l i ty i n C l a ssr o o m Assessment a nd G r a d i ng Educational Measurement Issues and Practices 22 4 26 34 S o l ter o G o nz a l ez L u c i nd a K a th y E sc a mi l l a a nd S u sa n H o p ew el l 2 0 1 2 C h a ng i ng T ea c h er s P er c ep ti o ns Ab o u t th e W r i ti ng Ab i l i ti es o f E mer g i ng B i l i ng u a l S tu d ents T o w a r d s a H o l i sti c B i l i ng u a l P er sp ec ti v e o n W r i ti ng Assessment International Journal of Bilingual Education and Bilingualism 15 1 71 94 S p y c h er P a mel a 2 0 0 7 Ac a d emi c W r i ti ng o f E ng l i sh L ea r ni ng Ad o l esc ents L ea r ni ng to U se Al th o u g h Journal of Second Language Writing 14 4 238 254 S p y c h er P a mel a a nd K a r i n L i nn N i ev es 2 0 1 4 R ec o nstr u c ti ng D ec o nstr u c ti ng a nd C o nstr u c ti ng C o mp l ex T ex ts I n The Common Core State Standards in English Language Arts Literacy for English Language Learners Grades K 5 ed i ted b y P a mel a S p y c h er Al ex a nd r i a V i r g i ni a T E S O L P r ess Stansfield Charles W and Melissa Bowles 2006 Study 2 Test Translation and State Assessment P o l i c i es f o r E ng l i sh L a ng u a g e L ea r ner s I n State Assessment Policy and Practice for English Language Learners A National Perspective edited by Charlene Rivera and Eric Collum 177 313 M a h w a h N J L a w r enc e E r l b a u m R o u tl ed g e S to b a r t G o r d o n 2 0 0 6 T h e V a l i d i ty o f F o r ma ti v e Assessment I n Assessment and Learning ed i ted b y John Gardner 133 146 London UK Sage U nd er sta nd i ng L a ng u a g e 2 0 1 3 Instructional Unit Persuasion Across Time and Space P a l o Al to C A S ta nf o r d U ni v er si ty http ell stanford edu sites default files ela_archives understanding_ l a ng u a g e_ ma ter i a l s_ J a n2 0 1 3 p d f a c c essed M a r c h 6 2 0 1 5 V enn J o h n J 2 0 0 0 Assessing Students with Special Needs 2 nd ed U p p er S a d d l e R i v er N J M er r i l l W i l i a m D y l a n 2 0 0 6 Does Assessment Hinder Learning P a p er p r esented a t th e E T S I nv i ta ti o na l S emi na r a t th e I nsti tu te o f C i v i l E ng i neer s L o nd o n U K 2 0 0 7 K eep i ng L ea r ni ng o n T r a c k C l a ssr o o m Assessment a nd th e R eg u l a ti o n o f L ea r ni ng I n Second Handbook of Mathematics Teaching and Learning edited by Frank K Lester Jr 1053 1 0 9 8 G r eenw i c h C T I nf o r ma ti o n Ag e P u b l i sh i ng 2 0 1 1 W h a t i s Assessment f o r L ea r ni ng Studies in Educational Evaluation 37 3 14 W i l i a m D y l a n a nd P a u l J B l a c k 1 9 9 6 M ea ni ng s a nd C o nseq u enc es A B a si s f o r D i sti ng u i sh i ng F o r ma ti v e a nd S u mma ti v e F u nc ti o ns o f Assessment British Educational Research Journal 22 5 537 548 8 7 8 C h a p ter 8 Assessment
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