Authentic Assessments for ELLs Grades K-12

Charity Jackson
Mind Map by Charity Jackson, updated more than 1 year ago
Charity Jackson
Created by Charity Jackson over 4 years ago
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Description

This is a thorough explanation for the concept of Authentic Assessments used to assess ELL proficiency in the target language.

Resource summary

Authentic Assessments for ELLs Grades K-12
  1. Authentic v. Traditional
    1. Authentic uses performance-based tasks
      1. ask to perform v. asking a multiple-choice question, etc.
      2. Authentic uses Real-life tasks v. Contrived tasks
        1. helps create more meaningful learning and performance
        2. Authentic uses construction and application
          1. task shows the accuracy of constructed meaning
          2. Authentic is student-structured v. Traditional is teacher-structured
            1. students are allowed the freedom to construct responses to task based on own understanding
            2. Authentic provides Direct Evidence v. Indirect Evidence
              1. students are asked to apply concepts learned v. testing the theory and assuming that they can apply
              2. Steps to Constructing an Authentic Assessment
                1. 1. Identify Standard(s)
                  1. must be SMART
                    1. Use Can-Do statements or SWBAT
                      1. Reflect, Review, Write
                      2. 2. Select Authentic Task
                        1. Look at Standard(s)
                          1. Look at the Real World
                            1. must be transferrable to rubric
                            2. 3. Criteria
                              1. Must be clear, brief, observable, behavior-based, student-friendly
                                1. indicators of performance
                                2. 4. Rubrics
                                  1. Authentic Assessment Rubrics
                                    1. criteria & level of performance (small number @1st)
                                      1. includes descriptors for further understanding of task
                                        1. reviewed by other colleagues, adjusted by teacher, and imagine if student score makes sense
                                          1. Holistic v. Analytical
                                            1. Holistic
                                              1. considers all criteria together
                                                1. performance shows behavior across all criteria
                                                2. Analytical
                                                  1. performance based on each criteria individually
                                                    1. distinguishes between what work effectively completes and doesn't complete the task
                                                  2. Rubric I will be using:
                                                  3. Initial Assessment of Diverse Learners
                                                    1. legally obligated to identify, assess, & provide appropriate services to all ELLs
                                                      1. need team effort to L1 literacy & proficiency testing
                                                        1. administer of test must be well-knowledgeable of the test being given
                                                          1. Need Home Language Survey in L1
                                                            1. Language proficiency assessment must be given & students receive ESL services & support
                                                            2. show that we value students home culture
                                                              1. administer documents & test in L1
                                                                1. literacy skills should be improved & tested in both L1 & L2
                                                                2. QTNA: previous schooling? How long ago? Type of school? Reason unable to attend school? curriculum? educational background of parents or guardians? Health information?
                                                                  1. On-going Assessment of Diverse Learners
                                                                    1. Performance-based Portfolio
                                                                      1. Must be: comprehensive, predetermined & systematic, tailored, informative, authentic
                                                                      2. Oral Proficiency Assessemtn
                                                                        1. based on all aspects of communcation and academic language
                                                                          1. Receptive Oral Language Skills
                                                                            1. listen & respond to basic commands or instructions
                                                                            2. Expressive Language Skills
                                                                              1. Holistic v. Analytical
                                                                              2. Must observe both Receptive and Expressive Lang. Skills in order to attain a comprehensive view on the students Oral Proficiency
                                                                              3. allow for activities to be completed in L1
                                                                                1. reading, book reports, projects, etc.
                                                                                2. Account for cultural differences in the final product of a specific task
                                                                                  1. Writing Prompts
                                                                                    1. comment on language usage rather than grammatical errors
                                                                                      1. general comments of overall effort or grammar usage rather than specifics
                                                                                        1. clear instructions, context, real world performance
                                                                                      2. High-Stakes Testing of Diverse Learners
                                                                                        1. Possible Testing Accomodations
                                                                                          1. for ELLs
                                                                                            1. For ELLs with LDs
                                                                                            2. AYP
                                                                                              1. growth must be shown by school according to standards given by the government & NCLB
                                                                                                1. Can substitute Reading Proficiency testing for English Language Proficiency if student is an ELL & still be counted in 95% student participation in High-Stakes Testing for the school
                                                                                                  1. Keep scored of students that are no longer LEP for up to 2 years after gaining English Proficient
                                                                                                  2. ensure you are using the state-based, content-based standards for ELLs
                                                                                                    1. Ensure that the test is culturally-responsive
                                                                                                      1. comprehensible for learner
                                                                                                        1. no elements that convey cultural bias
                                                                                                        2. Special Needs that may need attention in addition to the ESL modifications
                                                                                                          1. Communication Disfluency
                                                                                                            1. Academic Disfluency
                                                                                                              1. Hearing and Vision Issues
                                                                                                                1. Trouble Paying Attention
                                                                                                                  1. Trouble Communicating Verbally
                                                                                                                    1. Trouble Adhering to Behavioral Expectations
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