EB/EL Assessment

EB/EL Assessment

1. 1 Initial Assesments

   • 2 Traditional Assesments
     • 3 Authentic Assesments
       • 4 Ongoing Assesments
         • 5 Proof Check with Portfolio Assesments
           • 6 High Stakes Testing
             • In this situation, EB/Els will need to/might be given extra accomodations.
               • This means that they will be given the options to have more time to read silently and aloud. They will be given more chances to pause and to have items and instructions explained in more detail.
                 • Students may feel the pressure because these results are used to determine the future ways that the state helps them and works with them
                   • It also determine important things about how the progress, when they graduate, when they move up, and more.
             • The US is so focused on standardization of testing that students will have to take part in this regardless of them being an EB/EL
           • They are personal and customizable
             • They are accurate in showing the progress of the child
               • A good way to plan for future lessons and they show a better picture of the overall ability of the child and personalizty
                 • They have five characteristics: Authentic Comprehensive, Tailored, Inromative, and they are systematic/predetermined
               • This is perfect for every child and adult
         • These are planned or unplanned by the teacher observations or assesments that track the progress of students throughout their time in the class.
           • Allows the teacher to see strengths and weakness that may have gone unnoticed in other assesments
             • Speaking and writing offer endless oppurtunities for feedback and that allows teachers to change their curriculum to better fit the students.
       • Student Centered
         • Focuses on taking the knowledge and applying it. (This is a shift from Knowledge factory to Wisdom Schooling in Adult Ed)
           • The individual assesment INFLUENCES the curriculum. Not the other way around.
             • Focuses on meaning and how one operates (Appliation is stressed in the assesment) as a good world citizen that is productive. Role Plays of real world exchanges and content based instruction of real world applications will be useful here. (Such as English for Specific Purposes and English for Occupational purposes in Adult Ed)
             • Get crafty and hands on! Essays, personalized graphic organizers, and spontaneous and prepared presentations on their own topics or at least the opportunity for a "choose your own topic." Artwork should always be encouraged and may hit on some of the Can Do Descriptors.
             • There is no right or wrong. It is personal and depends on the students.
               • Follows a Rubric that the students can use in their activities
     • Teacher Focused
       • Created by teachers or some other entity
         • Teachers are discouraged from teaching "to the test" but that's difficult when the stakes are so high
           • Reinforce Knowledge Factory mentality because students are supposed to RECALL information for specific reasons but application, which refelct wisdom schooling, is lacking.
             • Standardfdized tests such a multiple choise, fill in the blank, and other traditional fors of testing.
             • This teaches students WHY it is important to become a good prodictuve citizen but only on paper and in theory. There is not role playing or application focus.
         • Assessment drives curriculum
   • Teachers are required by the government to test in order to decide who is and isn't an emergent bilingual despite the fact that they have no clear idea how to do this by the government.
     • Testing for all types of knowledge including Academic Knowledge is important but there needs to be a way that the teacher can test the literacy level of the student in the L1.
       • Parents should be included with an at home survey they can fill out. Surveys are important for the teacher, the school, and for data collection and plan building.
         • This stuvey tells teachers what to test them on in English and gives information about the L1 and possible other L2s that the students may be using or encountering at home and in their community.
       • Important for theories such as CUP.

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