Assessing English Language Learners : Bridges from Language Proficiency to Academic Achievement

by Margo Gottlieb

• ISBN13: 9780761988892
• ISBN10: 0761988890
• Format: Paperback
• Copyright: 2006-01-06
• Publisher: Corwin Pr

Summary

With both depth and breadth, this practical resource covers how to equitably and comprehensively assess the language proficiency and academic achievement of English language learners.

Table of Contents

Foreword	ix
Preface	xi
Acknowledgments	xii
About the Author	xv
Assessment of English Language Learners: The Bridge to Educational Equity	1	(22)
English Language Learners and Their Teachers	2	(4)
Considerations in the Assessment of English Language Learners	6	(1)
Identification of English Language Learners	6	(2)
Purposes for the Assessment of English Language Learners	8	(1)
An Assessment Framework for English Language Learners	8	(3)
Large-Scale and Classroom Assessment	11	(1)
Summary and Final Thoughts	12	(3)
Appendix 1.1 A Decision Tree for the Identification and Placement of English Language Learners	15	(1)
Appendix 1.2 A Sample Home Language Survey to Administer to Newly Enrolled Students	16	(1)
Appendix 1.3 A Sample Oral Language Use Survey	17	(1)
Appendix 1.4 A Sample Literacy Survey for English Language Learners	18	(1)
Appendix 1.5 Purposes for Classroom Assessment, Types of Measures, and Language of Assessment	19	(1)
Appendix 1.6 An Assessment Framework for English Language Learners	20	(1)
Appendix 1.7 A Schedule for Assessing English Language Learners	21	(1)
Appendix 1.8 An Inventory of State, School-District, or School-Based Assessment Measures for English Language Learners	22	(1)
Standards and Assessment: The Bridge From Language Proficiency to Academic Achievement	23	(18)
The Relationship Among Social Language Proficiency Academic Language Proficiency, and Academic Achievement	24	(2)
The Second-Language Acquisition Process	26	(3)
Language Proficiency and Academic Content Standards	29	(7)
Summary and Final Thoughts	36	(2)
Appendix 2.1 Reflection: Comparing Targets for Language Proficiency and Academic Achievement	38	(1)
Appendix 2.2 Grouping English Language Learners by Levels of Language Proficiency	39	(1)
Appendix 2.3 A Checklist for Evaluating English Language Proficiency Standards	40	(1)
Assessing Oral Language and Literacy Development: The Bridge From Social Language Proficiency to Academic Language Proficiency	41	(22)
Language Proficiency Assessment: Oral Language	42	(7)
Language Proficiency Assessment: Literacy	49	(9)
Summary and Final Thoughts	58	(1)
Appendix 3.1 Reflection: Connections Between Oral Language and Literacy	59	(1)
Appendix 3.2 A Checklist for Analyzing Features of Large-Scale Language Proficiency Tests	60	(3)
Assessing Academic Language Proficiency and Academic Achievement: The Bridge to Accountability	63	(22)
Content-Based Instruction and Assessment	64	(1)
Assessing Language and Content	65	(15)
Summary and Final Thoughts	80	(1)
Appendix 4.1 Features Associated With Assessment of Language and Content Across the Curriculum	81	(1)
Appendix 4.2 A Sample Listening Assessment Activity for Young English Language Learners	82	(1)
Appendix 4.3 Reflection: Multiple Meanings	83	(2)
Classroom Assessment: The Bridge to Educational Parity	85	(26)
The Distinctions Between Testing, Assessment, and Evaluation	85	(1)
Implementing Classroom Assessment	86	(11)
Summary and Final Thoughts	97	(2)
Appendix 5.1 The Measurement of English Language Proficiency and Academic Achievement at the Classroom and Large-Scale Levels	99	(1)
Appendix 5.2 Reflection: Questions, Activities, Tasks, or Projects	100	(1)
Appendix 5.3 The Parameters of Classroom Assessment	101	(1)
Appendix 5.4 A Review Sheet for Instructional Assessment Projects and Tasks for English Language Learners	102	(1)
Appendix 5.5 A Template for a Classroom Instructional Assessment Project	103	(2)
Appendix 5.6 A Completed Template for a Classroom Instructional Assessment Project	105	(4)
Appendix 5.7 Summary of Grading and Reporting Task 1 of the Weather Around the World Project	109	(2)
Documenting Performance Assessment: The Bridge From Teachers to Classrooms	111	(22)
Rationale for Performance Assessment for English Language Learners	111	(1)
The Nature of Performance Assessment	112	(1)
The Importance of Performance Assessment for English Language Learners	113	(1)
The Role of Rubrics in Performance Assessment	114	(9)
Overall Features of Rubrics	123	(1)
Summary and Final Thoughts	123	(3)
Appendix 6.1 Reflection: Matching Instruction to Assessment	126	(1)
Appendix 6.2 Reflection: Possible Types of Rubrics for Matching Instruction to Assessment	127	(1)
Appendix 6.3 An Interdisciplinary Project for Middle School English Language Learners: ``Managing the Budget''	128	(3)
Appendix 6.4 A Checklist of Rubric Features for English Language Learners	131	(2)
Supports for Student, Classroom, and Large-Scale Assessment: The Bridge to Student Understanding	133	(18)
Use of Visual or Graphic Support	134	(4)
Cross-Cutting Instructional Assessment Techniques	138	(2)
Continuity of Support From the Classroom to a Large-Scale Level	140	(1)
Student Self-Assessment	141	(6)
Large-Scale Student Self-Assessment	147	(1)
Summary and Final Thoughts	147	(1)
Appendix 7.1 Features of Graphic Organizers for English Language Learners	148	(1)
Appendix 7.2 Reflection: Features of Classroom and Large-Scale Assessment	149	(2)
Standardized Testing and Reporting: The Bridge to Fair and Valid Assessment	151	(18)
Standardized Testing	152	(3)
Standardized Testing and English Language Learners	155	(9)
Summary and Final Thoughts	164	(2)
Appendix 8.1 The Pluses and Minuses of Using Different Types of Scores From Norm-Referenced Standardized Achievement Tests	166	(1)
Appendix 8.2 Comparison of Features of Standardized English Language Proficiency Tests Pre/Post the No Child Left Behind Act of 2001	167	(2)
Grading Systems: The Bridge to the Future	169	(16)
The Issue of Grading	169	(6)
Using Student Portfolios for Assessment and Grading	175	(7)
Summary and Final Thoughts	182	(1)
Appendix 9.1 An Assessment Portfolio Checklist	183	(2)
Glossary	185	(6)
References	191	(6)
Index	197