Assessing Linguistically Diverse Learners

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Information about Assessing Linguistically Diverse Learners

Published on March 21, 2009

Author: hvlach

Source: slideshare.net

Assessing Linguistically Diverse Learners Presented by Heather Vlach Day 3

Presented by Heather Vlach

What is Assessment?

What Does Assessment Encompass?

Characteristics of Assessment

Types and Methods of Assessment Types Formative Summative Methods Informal Formal

Types

Formative Summative

Methods

Informal Formal

Summative Assessments Focus on Achievement of Learning Evaluate Student Knowledge Appraise Effectiveness of Instructional Materials Examine Efficiency of Learning Formal Methods Quizzes, Tests Essays, Projects, Authentic Tasks Informal Methods Student Tracking

Focus on Achievement of Learning

Evaluate Student Knowledge

Appraise Effectiveness of Instructional Materials

Examine Efficiency of Learning

Formal Methods

Quizzes, Tests

Essays, Projects, Authentic Tasks

Informal Methods

Student Tracking

Formative Assessments Focused on Learning Evaluates Student Understanding Used to Revise Teaching and Learning Strategies Formal Methods Pre-test, Self-test, Quizzes, Surveys Discussion Postings, Blogging, Online Journaling Informal Methods Informal Student Conferencing, E-mails, Chats, Peer Blog Responses

Focused on Learning

Evaluates Student Understanding

Used to Revise Teaching and Learning Strategies

Formal Methods

Pre-test, Self-test, Quizzes, Surveys

Discussion Postings, Blogging, Online Journaling

Informal Methods

Informal Student Conferencing, E-mails, Chats, Peer Blog Responses

“ When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative”. Educational researcher, Robert Stake

“ When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative”.

Educational researcher, Robert Stake

Group Activity 1: Looking at the Assessments We Use to Create Data About Our Students

Standardized Assessments & Linguistically Diverse Learners

Standardized Assessment Impact

 

Suggestions to Reduce Disproportionate Representation of Linguistically Diverse Learners Promote family involvement by identifying and addressing obstacles to parent participation so that linguistically diverse parents are aware of the many ways they can support the education of their children Create classrooms that are conducive to success for all learners by deepening the understanding of how diverse languages and cultures affect learning behaviors Make the curriculum relevant and build on student strengths Increase the accuracy of referrals and evaluations by creating a clear referral system that includes specific criteria, implementation procedures, and evaluation procedures used. Provide appropriate services, whether it is English language support or Special Education Monitor the provision of services

Promote family involvement by identifying and addressing obstacles to parent participation so that linguistically diverse parents are aware of the many ways they can support the education of their children

Create classrooms that are conducive to success for all learners by deepening the understanding of how diverse languages and cultures affect learning behaviors

Make the curriculum relevant and build on student strengths

Increase the accuracy of referrals and evaluations by creating a clear referral system that includes specific criteria, implementation procedures, and evaluation procedures used.

Provide appropriate services, whether it is English language support or Special Education

Monitor the provision of services

Recognizing Differences to Address Specific Needs

Differentiating Diversities Group Activity 2

Differentiating Diversities: Group Activity 2 Read the article: Language Difference or Learning Disability? Using the article for support, create a chart that represents: Observable difficulties a linguistically diverse student has (Use cases from your own teaching experiences) Using the article for support, generate ideas of possible English Language Learner or Learning Disabled explanations for the difficulties Potential interventions to support the problem Discuss Note and discuss if there are the evident patterns among the difficulties, and what this might mean What are distinguishing factors that differentiate whether an ELL child’s learning needs fall under the learning disabled or English Language Learner category? What are some of the overlapping characteristics? Discuss how this article can be helpful to mainstream classroom teachers

Read the article: Language Difference or Learning Disability?

Using the article for support, create a chart that represents:

Observable difficulties a linguistically diverse student has (Use cases from your own teaching experiences)

Using the article for support, generate ideas of possible English Language Learner or Learning Disabled explanations for the difficulties

Potential interventions to support the problem

Discuss

Note and discuss if there are the evident patterns among the difficulties, and what this might mean

What are distinguishing factors that differentiate whether an ELL child’s learning needs fall under the learning disabled or English Language Learner category?

What are some of the overlapping characteristics?

Discuss how this article can be helpful to mainstream classroom teachers

What are Authentic Assessments?

Examples of Authentic Assessments Project-based Portfolios Journals Blogs Student talk/chats Movie-Making Active listening Concept maps Open-ended questions Voice Threads, slideshows and presentations Model building Creating a Wikispace Measurement taking Oral reports Create a Podcast Written report Lab report Debates Web Site Creation Alternative, non-standardized assessments for students to demonstrate their understanding and learning:

Project-based Portfolios

Journals

Blogs

Student talk/chats

Movie-Making

Active listening

Concept maps

Open-ended questions

Voice Threads, slideshows and presentations

Model building

Creating a Wikispace

Measurement taking

Oral reports

Create a Podcast

Written report

Lab report

Debates

Web Site Creation

Implementing Authentic Assessments This video: http://www.youtube.com/watch?v=zEZNqAKtarc was created by a linguistically diverse student. After watching the video, create groups of 4 to discuss the following: What are the implications of this video? How do these implications apply to or effect linguistically diverse learners? How can you alter or change your own classroom assessments to be representative of what linguistically diverse students need? Group Activity 3

This video: http://www.youtube.com/watch?v=zEZNqAKtarc

was created by a linguistically diverse student. After watching the video, create groups of 4 to discuss the following:

What are the implications of this video?

How do these implications apply to or effect linguistically diverse learners?

How can you alter or change your own classroom assessments to be representative of what linguistically diverse students need?

Questions

References Case, R. & Taylor, S.S. (2005). Language difference or learning disability? Answers from a linguistic perspective. Clearing House , 78(3), 127-130 Choi, S., & Clark, R. E. (2006). Cognitive and affective benefits of an animated pedagogical agent for learning English as a second language. Journal of Educational Computing Research, 34 (4), 441-466. Keenan, S. (2004). Reaching English language learners. Science and Children, 42 (2), 49-51. Lacina, J. (2004). Promoting language acquisitions: Technology and English language learners. Childhood Education, 81 (2), 113. Restrepo, M.A. & Gray, S. (2007). Optimizing literacy in English language learners. Seminars in Speech and Language , 28(1), 25-34

Case, R. & Taylor, S.S. (2005). Language difference or learning disability? Answers from a linguistic perspective. Clearing House , 78(3), 127-130

Choi, S., & Clark, R. E. (2006). Cognitive and affective benefits of an animated pedagogical agent for learning English as a second language. Journal of Educational Computing Research, 34 (4), 441-466.

Keenan, S. (2004). Reaching English language learners. Science and Children, 42 (2), 49-51.

Lacina, J. (2004). Promoting language acquisitions: Technology and English language learners. Childhood Education, 81 (2), 113.

Restrepo, M.A. & Gray, S. (2007). Optimizing literacy in English language learners. Seminars in Speech and Language , 28(1), 25-34

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