Montoya Digital Graphic Organizer- Assessment

Giannina Montoya
Mind Map by Giannina Montoya, updated more than 1 year ago
Giannina Montoya
Created by Giannina Montoya about 4 years ago


UAB - EESL 630 course: Graphic Organizer on ESL Education Authentic Assessment Big Ideas!

Resource summary

Montoya Digital Graphic Organizer- Assessment


  • Performance Alternative Direct
1.1 Big Idea #4: EB/ELLs' Conversational vs. Academic Language
1.1.1 Description: Understand Cummins'BICS & CALP. Assess Receptive Oral Language skills, e.g. use of flashcards. Expressive Language skills can be assessed holistically or analytically. Use other analytic tools that help teachers focus on the different aspects of language use: Comprehension, fluency, pronunciation, grammar, and vocabulary.
1.1.2 Applications: Assess EB/ELLs' Writing in the Classroom: Use analytical approach to evaluate writing samples, identify different traits of the written work and assign a score to each trait. - A teacher or a group of teachers may develop their own rubric. More Applications: Clear directions to ELs, describe the context or situation, consider the cultural and linguistic factors, prompts should be based on the EB/ELLs’ cultural knowledge and the academic information they have learned. Clear and straightforward praise and suggestions for improvement, e.g. give EB/ELLs editing checklists highlighting the types of errors they will be corrected on.
1.1.3 Applications to assess EB/ELLs' Speaking & Reading: Assess language proficiency and academic achievement through oral reports, presentations, demonstrations, written assignments, portfolios, reading with partners, retelling stories, playing games, completing incomplete stories, etc.
1.2 Big Idea #1: Traditional vs. Authentic Assessment
1.2.1 "Authentic" Description & Application: Classroom is ELs Structured, EB/ELLs perform a task, Real Life, Construction/Application, Direct Evidence from ELs. Meaningful connection, e.g read a story about a superhero and compare the main character to someone who has helped them in their lives.
1.2.2 "Traditional" Description & Application: Teacher Structured, Selecting a Response, Contrived, Memorization, Indirect Evidence. E.g. Teacher talks about the "Don Quixote"book to class, ELs memorize it and take a True/False test about it.
1.3 Big Idea #2: Steps to Create Authentic Assessments
1.3.1 Description: 1. Standards: Identify what I want my EB/ELLs to know. 2. Authentic Tasks for EB/ELLs to perform and demonstrate that they meet the standards. 3. Criteria used to identify the characteristics of my EB/ELLs good performance in authentic tasks. 4. Rubric: Use set of criteria on step 4 to build the Rubric that will measure the EB/ELLs performance on the task. I plan to apply this in my next assignment when I create an Assessment for my ELs.
1.4 Big Idea # 3: Common Methods
1.4.1 "Portfolios" Description & Application: Good for all students. Contains works showing the EB/EL's best scholastic effort. Comprehensive, Predetermined, Systematic , tailored, Informative, Authentic. Shows ELs'growth and encourages them to Reflect.
1.4.2 "Performance-Based" Description: Everyday classroom instruction + Language Proficiency & Academic Achievement. Applications: oral reports, presentations, demonstrations, written assignments, drafts of writing samples or group projects. Clear, fair criteria, and promote wide range of responses. Evaluation based on teacher’s judgment.
1.5 Big Idea #5: Assess Content
1.5.1 Description: All ELLs need ESL teacher’s help to exercise their critical thinking skills and be challenged with content activities: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Application: Scaffold assessment & Scoring content knowledge: understanding key concepts, accuracy of responses, demonstration of processes used to provide responses.
1.6 Big Idea # 6: Knowledgeable ESL Teachers
1.6.1 Description: Understand Federal and State guidelines regarding EB/ELLs’ assessments/testing, including ELs with special needs. Application: provide extra time during assessment, read instructions out loud, check for understanding, etc.
1.6.2 Description & Application: Undersatnd EB/ELs'ultural backgrounds affects their behavior, writings, selection of reading books, etc, and their interpretation of material being taught/assessed. Ideas: Encourage literacy in Native Language, ELs read in L1 and complete Graphic Organizers (story maps) or draw pictures, etc. Participate in family literacy programs and keep reading logs, produce written books about books they have read: Book reports, reviews, summaries, etc.
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