By Florin Mihai
Assessing English Language novices within the content material components: A Research-into-Practice consultant for Educators seeks to supply assistance to school room lecturers, employees builders, and test-item designers who are looking to enhance ELL evaluation results, really within the components of math, technology and social reports. the 1st chapters of the booklet identify the heritage for the dialogue of content-area overview for ELLs, reading a number of vital features of this quickly turning out to be pupil inhabitants (as good as serious laws affecting ELLs) and supplying an outline of varied types of evaluation, together with how ELL evaluation isn't the same as the evaluation of English-proficient students. vital evaluation ideas that educators may still use of their overview of checks or different kinds of dimension are provided.
Other chapters overview ELL attempt lodgings national (because, unusually, such a lot academics don't know what they could and can't permit) and the examine at the effectiveness of those varieties of lodgings. The e-book analyzes the features of other evaluate; it discusses 3 renowned substitute review tools (performance overview, curriculum-based dimension, and portfolios) and makes innovations as to easy methods to raise the validity, reliability, and practicality of different tests. The booklet proposes primary evaluation practices to assist content material zone academics of their evaluate in their ELL progress.
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Extra info for Assessing English language learners in the content areas : a research-into-practice guide for educators
Twentyeth 2. Which answer should go in blank (2)? A. among B. between C. toward 3. Which answer should go in blank (3)? A. look B. looks C. looked Equivalency An assessment has the property of equivalency if it is directly based on curricular standards or instructional activities. Specifically, equivalency determines in what ways assessment design is influenced by teaching. In statewide assessments, equivalency is evident when the assessment is based first and foremost on content area standards.
Assessment can and should generate positive washback, especially in classroom-based assessments. The challenge is to create assessment instruments that will positively influence instruction and student learning. Test results should be used by teachers to assess the quality of their instruction and identify gaps in students’ content area knowledge. Learning can also be enhanced by providing extensive comments on test performance. If a test, a quiz, or a homework assignment is returned to the students with just a grade and no comments on student performance, such washback is clearly negative, because it does not inform the students about the strengths and weaknesses of their acquired knowledge.
As a consequence, norm-referenced scores do not reveal any information about the mastery of specific academic content, so no instructional adjustment can be conducted to address the gaps in students’ knowledge. Moreover, because these assessments are designed to spread the scores out in a bell-curved distribution, the test makers simply discard test items that all or a majority of the students know and keep those that can be answered correctly by approximately half of the students. For ELLs, this can have serious consequences, because the core knowledge of a topic is likely to be purposefully ignored by the test designers.
Assessing English language learners in the content areas : a research-into-practice guide for educators by Florin Mihai