AUTHENTIC ASSESSMENT FOR ENGLISH LANGUAGE LEARNERS
NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
More than ever before, teachers need to understand how- and what- to assess when seeking to understand the learning of students in the classroom. As our schools and classrooms become more linguistically diverse, teachers will benefit from knowing what assessment methods will be the most accurate, effective, and useful tools for driving instruction and making placement decisions for ELL students. The text, Assessment and ESL, is a comprehensive guide to assessment of English language learners. This course will offer tools and suggestions for authentic assessment that will help both students and teachers to identify key areas of focus for instruction.
Required Text: Assessment and ESL: An Alternative Approach, is available for approximately $10 used at amazon.com
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
Assessment and ESL: An Alternative Approach, 2007, by Barbara Law and Mary Eckes. P & M Press ISBN: 978-1-55379-093-8. About $10 used on Amazon
Text, Assessment and ESL: An Alternative, is approximately $10 from Amazon.com.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Introduce Yourself
Assignment #2: Read Preface
Assignment #3: Read Chapter 1 & 2
Assignment #4: Read Chapter 3
Assignment #5: Read Chapter 4 & 5
Assignment #6: Read Chapter 6
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #7: Read Chapter 7 & 8
Assignment #8: Read Chapter 9 & 10
Assignment #9: Read Chapter 11
Assignment #10: Design & Implement You Plan
Assignment #11: Create a Lesson
Assignment #12: (500 Level ONLY)
Create a PowerPoint template to use in creating an informational presentation to stakeholders.
On each slide, write the indicator of what information should appear on the slide with basic directions/suggestions for the content.
Send to instructor via email: firstname.lastname@example.org Subject line to read ‘Assessment #12-’
Create a complete lesson plan and assessment for ELL’s that you will use in your current or future classroom.
Send to instructor via email: email@example.com Subject line to read ‘Assessment #12-B’
Another assignment of your own design with the instructor’s prior approval.
Send to instructor via email: firstname.lastname@example.org Subject line to read ‘Assessment #12-C’
C. INTEGRATION PAPER
Assignment #13: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Stacey Shaw, M.Ed. has years of experience as an instructor at the middle school and elementary school levels. She has taught all ages, from kindergarten through college in subjects ranging from English Language Arts and Social Studies to English as a Second Language and Spanish.
Stacey learned a second language as an adult and understands first-hand the processes involved in second language acquisition. She has a passion for language and a track-record of developing highly successful ELL and Spanish literacy programs for second language learners.
Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate studies focused on bilingual education, Spanish language, and Latin American Studies. She received her Master of Arts in Education from Prescott College in 2003. Stacey is currently working on her Doctorate of Education at Lewis and Clark College.
AUTHENTIC ASSESSMENT FOR ENGLISH LANGUAGE LEARNERS
Gottlieb, Margo, Assessing English Language Learners: Bridges From Language Proficiency to Academic Achievement, 2006, paperback, 224 pages, ISBN 978-0-7619-8889-2
This well-documented text examines the unique needs of the growing population of English language learners (ELLs) and describes strategies for implementing instructional assessment of language and content. With both depth and breadth, the author articulates how to equitably and comprehensively assess the language proficiency and academic achievement of ELLs. Both practicing and aspiring educators will benefit from:
Herrera, G. Socorro, Murry, Kevin G., Cabral, Robin M. Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2nd Edition), 2012, paperback, 336 pages. ISBN 978-0-1328-5335-4
A much-needed resource for helping teachers assess the increasing number of diverse students and English learners in today’s K-12 classrooms, Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions
Colorín Colorado is the premier national website serving educators and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to schools and communities around the country for more than a decade.
Free ESL Materials
This website has collected ELL/ESL assessment resources from around the web in one place for easy access. From this website, you can find links to many sites to review current research and practical tools for ELL assessment.
University of Wisconsin
Here you will find a hand selected index of authentic assessment resources. You are one click away from vital information about performance assessment, rubrics,
negotiable contracting, and electronic portfolios. We include links to web based tools for creating your own assessment
This Wiki has been created as an "electronic tool kit" for teachers with English Language Learners in their classroom. English Language Learners (ELL's) face many challenges in the classroom where English is spoken, and my intent with this Wiki is to provide both information for teachers to understand why these challenges exist, as well as provide some resources they may use to help the students overcome these challenges.