Assessment articles

Here are some research articles I found that address appropriate assessment of ELLs.  The last two are link to the document through Google docs.

Challenges of General Outcomes Measurement in the RTI Progress Monitoring of Linguistically Diverse Exceptional Learners

Nonbiased Assessment of ELL
https://docs.google.com/document/d/1RTqdWZ58kCOG38EvyiPCFaDy5mm86B9BrYM2u-xnW1E/edit#

Assessment Startegy Cards

Quick Write             Write down EVERYTHING you know about the question/topic/picture.                         Ex: What is Assessment?                           *What know/learned, informal, formal, test/quiz, project, portfolio, way for student to demonstrate what they have learned to teacher and themselves, or done as pre-lesson plan to learn what student already know or don’t know.	Slap Counting             Cross Lateral: In partners.  Each partner thinks of a word then clap out letters (alternating partners after each letter), until one of the partners figures out the others word.  Then explain how the word is related to the topic.                         Ex: Names                           *C-O-D-Y and  A-S-H-L-E-Y  (people in class)                         Or Assessment                           *B-R-A-I-N (assessment uses your brain every 20 min to recall and show what you are learning)
Write a Song             Pick content/subject, make up lyrics, put to easy to sing song.                         Ex: Assessment                           *Assess, Assess, Assess your kids. Assess them all day long.  Every 20 minutes, so you know their brains are on. (Row, Row, Row your boat)	Word Splash             Brain Based: Write down synonyms or other words that go with concept. Builds vocab and community                         Ex: Assessment                         *Brain based, understanding, comprehension, every 20min, non-threatening, records, informal, formal
Concert Connections             Start with chat about last concert they went to or want to attend. Then, from perspective of Band, explain concept. (item from interest survey) Form groups based on pre-selected bands, student choose based on either they have attended that concert or would like to.                         Ex: ESL laws                           *Black Keys would write a blues/rock song about how some schools are not providing language assessments or home surveys in L1, not having regular on-going evals. of students, and there is no flexible, clear exit strategy.	Interest Survey             Survey given to students to find out their Interests.  Use their inerests to make connections to content.                         Ex: Movies, food, travel, actors/actress, music, etc                           *Teaching is like (place) because…                           *If (topic) was made into a movie who would be in it?                         *If (particular band/artist) were going to write a song about (topic) what would it be?
Love Sandwich             Feed back to presenter                         Format:                           *Bread: Compliment about presenter/content                           *Meat: Constructive criticism                           *Bread: Compliment about Presenter/content	Mind Mapping             Uses color, shape, visual imagery, and personal connections. Like a pre-write web.  A visual way to take notes, since the brain works in color and pictures not linear notes.  Keep braches as long as topic titles.                         Ex: Insert picture
Grab Bag             Have each student bring an item from home to add to Grab bag.  Bag of random stuff.  Using item, relate to the content (direct connection).  One item per group.                         Ex: ESL Ed                           *Nearly Naked Darth Vadar: Don’t leave kids’ education naked. Shed the dark side.  Do the 4 Must Dos, which are…                           * Alien: Don’t Alienate ESL students, communicate to their parents in the L1 and structure lessons so everyone can succeed.	Jig Saw             Break up reading, each member gets equal parts (chapter or set amount of pages), each student then becomes the “expert” for their section.  They become the teacher.  Small group setting, instead of teaching the whole class.  Students make a 1-2 page handout and/or quick activity to go with their section.                         Ex: sign up sheet for certain chapters/sections, then form groups where there is one person from every section represented
Musical Chairs             Musical Chairs in small groups.  Those left standing become new group.  Teacher poses question about the content to the “left-standing” group.  Once answered play  again.  Those left standing become the new group to answer a question and the first group of “left standers” become the “question-askers”.                          Ex: Assessment                           *What is the purpose of having a handbook?                           *Why have immediate access to WIDA and ELD standards?
Construction             *Need “Construction” materials (Leggos, Connex, Playdough)             Build answer to content question in group and share/explain to class.                         Ex: Why are tools useful to show student progress?                             *Made “body of evidence” with play dough: Each tool creates a different part of the “body”.  Evidence shows student progress.

           

                                   

CELA

This is link fro the CDE that is the Colorado State requirements/policies for assessing English Language Learners.

CELA requirements

It doesn't go to a web page but a pop-up will ask if you want to download the Power Point...please do. :)