Authentic Assessments for ELLs Grades K-12

Authentic Assessments for ELLs Grades K-12

1. Authentic v. Traditional

   • Authentic uses performance-based tasks
     • ask to perform v. asking a multiple-choice question, etc.
   • Authentic uses Real-life tasks v. Contrived tasks
     • helps create more meaningful learning and performance
   • Authentic uses construction and application
     • task shows the accuracy of constructed meaning
   • Authentic is student-structured v. Traditional is teacher-structured
     • students are allowed the freedom to construct responses to task based on own understanding
   • Authentic provides Direct Evidence v. Indirect Evidence
     • 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. Identify Standard(s)
     • must be SMART
     • Use Can-Do statements or SWBAT
     • Reflect, Review, Write
   • 2. Select Authentic Task
     • Look at Standard(s)
     • Look at the Real World
     • must be transferrable to rubric
   • 3. Criteria
     • Must be clear, brief, observable, behavior-based, student-friendly
     • indicators of performance
   • 4. Rubrics

3. Authentic Assessment Rubrics

   • criteria & level of performance (small number @1st)
   • includes descriptors for further understanding of task
   • reviewed by other colleagues, adjusted by teacher, and imagine if student score makes sense
   • Holistic v. Analytical
     • Holistic
       • considers all criteria together
       • performance shows behavior across all criteria
     • Analytical
       • performance based on each criteria individually
       • distinguishes between what work effectively completes and doesn't complete the task
   • Rubric I will be using:

4. Initial Assessment of Diverse Learners

   • legally obligated to identify, assess, & provide appropriate services to all ELLs
   • need team effort to L1 literacy & proficiency testing
   • administer of test must be well-knowledgeable of the test being given
   • Need Home Language Survey in L1
     • Language proficiency assessment must be given & students receive ESL services & support
   • show that we value students home culture
     • administer documents & test in L1
     • literacy skills should be improved & tested in both L1 & L2
   • QTNA: previous schooling? How long ago? Type of school? Reason unable to attend school? curriculum? educational background of parents or guardians? Health information?

5. On-going Assessment of Diverse Learners

   • Performance-based Portfolio
     • Must be: comprehensive, predetermined & systematic, tailored, informative, authentic
   • Oral Proficiency Assessemtn
     • based on all aspects of communcation and academic language
     • Receptive Oral Language Skills
       • listen & respond to basic commands or instructions
     • Expressive Language Skills
       • Holistic v. Analytical
     • Must observe both Receptive and Expressive Lang. Skills in order to attain a comprehensive view on the students Oral Proficiency
   • allow for activities to be completed in L1
     • reading, book reports, projects, etc.
   • Account for cultural differences in the final product of a specific task
   • Writing Prompts
     • comment on language usage rather than grammatical errors
     • general comments of overall effort or grammar usage rather than specifics
     • clear instructions, context, real world performance

6. High-Stakes Testing of Diverse Learners

   • Possible Testing Accomodations
     • for ELLs
     • For ELLs with LDs
   • AYP
     • growth must be shown by school according to standards given by the government & NCLB
     • 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
     • Keep scored of students that are no longer LEP for up to 2 years after gaining English Proficient
   • ensure you are using the state-based, content-based standards for ELLs
   • Ensure that the test is culturally-responsive
     • comprehensible for learner
     • no elements that convey cultural bias
   • Special Needs that may need attention in addition to the ESL modifications
     • Communication Disfluency
     • Academic Disfluency
     • Hearing and Vision Issues
     • Trouble Paying Attention
     • Trouble Communicating Verbally
     • Trouble Adhering to Behavioral Expectations

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