Course Description and Outcomes
Study and apply appropriate assessment practices for ESL learners with regard to accommodation, proficiency, placement, and academic achievement.
Course Objectives:
Based on USBE endorsement requirements through TESOL Competency Standards
ASSESSMENT: Standards-based
●Educators understand various issues of assessment (e.g., cultural and linguistic bias, political, social, and psychological factors) in assessment, special education testing (including gifted and talented); the importance of standards; and the difference between
language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.
●Educators know and use a variety of performance based assessment tools and techniques to inform instruction.
Goal #1
Utah Effective Teaching Standards:
Standard 5 Assessment:
TESOL Standard: TESOL 4.a Issues of Assessment for English Language Learners Demonstrate understanding of various assessment issues as they affect ELs, such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing
situations.
●Objective #1:
Demonstrate an understanding of the purpose of assessment as they relate to ELs and use results appropriately.
●Objective #2:
Demonstrate knowledge of a variety of assessment procedures for ELs.
●Objective #3:
Demonstrate an understanding of key indicators of good assessment instruments.
●Objective #4:
Demonstrate understanding of the advantages and limitations of assessments, including accommodations for ELs.
●Objective #5:
Distinguish among ELs/ language differences, giftedness, and special education needs.
Goal #2
TESOL Standard: TESOL 4.b Language Proficiency Assessment
Know and can use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction.
●Objective #1:
Understand and implement national and state requirements for identification, reclassification, and exit of ELs from language support programs.
●Objective #2:
Understand the appropriate use of norm-referenced assessments with ELs.
●Objective #3:
Assess ELs’ language skills and communicative competences based on WIDA standards and Multiple sources of information.
Goal #3
TESOL Standard: TESOL 4.c Classroom-Based Assessment for ESL
Know and can use a variety of performance-based assessment tools and techniques to inform instruction in the classroom.
●Objective #1:
Use performance-based assessment tools and tasks that measure ELs’ progress.
●Objective #2:
Understand and use criterion-referenced assessments appropriately with ELs.
●Objective #3:
Use various instruments and techniques to assess content-area learning for ELs at varying levels of language and literacy development.
●Objective #4:
Prepare Els to use self- and peer-assessment techniques when appropriate.
●Objective #5:
Use WIDA’s Can Do Descriptors and a variety of rubrics to assess ELs’ language of development in classroom settings.
●Objective #6: Understand problem-solving processes for special education issues in the assessment of CLD Students.