Pittsburg State University
College Of Education
Department of Curriculum and
Instruction
Spring 2010
Course Number: 853
Title: Advanced Assessment and the
English Language Learner
Credit Hours: 3
Instructor: Dr. Alice Sagehorn
Office Hours: TTH 9:00-11:00, 12:15-1:00, F 8-12 or by appointment
Office: 106 Hughes Hall
Phone: 620-235-4499
e-mail: asagehor@pittstate.edu
HOW TO ACCESS THE COURSE ON THE WEBSITE
1. Access your Internet service provider.
2. URL address: http//www.pittstate.edu
3. Click on Login at the top of the homepage
4. Click on Angel
5. Type in the following information:
USER NAME: PSU ID Number (use all 7 digits) and Password
(If this is your first time logging into ANGEL read the directions on the ANGEL
home page.)
6. Click on CURIN 853-99 : Advanced Assessment and the English Language
Learner
7. Announcements – Watch for updated information
8. SYLLABUS on the Course Home Page
9. Communicate Tab – email instructor
10. Lesson Tab– All Course Materials, Assignments. Discussion Board, Drop Boxes
11. Report Tab – View your grades on assignments
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I.
COURSE DESCRIPTION
An advanced study of assessment issues relating to formal and informal-first and
second–language assessment instruments and techniques. Directed to the
practitioner’s use of item and test construction methods and administration,
interpretation, and explanation of test results including identification, placement,
monitoring, and exiting of the ELL. Includes the use and interpretation of group
literacy assessment tools and programs.
II.
PREREQUISITE
Graduate Status
III.
PURPOSE OF THE COURSE
This is a required course in the ESOL endorsement program. The purpose of this
course is to ensure that participants can create, use, interpret, and communicate to
parents and others formal and informal assessments.
IV.
COURSE OBJECTIVES
Teaching Standards for Kansas Educators – English for Speakers of Other
Languages (ESOL)
Teaching Standard #4: The teacher of English for speakers of other languages
effectively communicates with students, parents, and members of various cultural
groups in the community.
Knowledge #4
The teacher understands and complies with laws related to English language
learners’ rights and teacher responsibilities including use of translation resources
in the native language.
Teaching Standard: #6 The teacher of English for speakers of other languages
understands and uses formal and informal first- and second-language assessment
techniques to evaluate the progress of English language learners, including
knowledge and use of assessment tools to determine program placement, exit
criteria, and participation in state assessments.
Knowledge #1
The teacher understands the characteristics, uses, advantages and limitations of
formal and informal first- and second-language assessment instruments and
techniques.
Knowledge #2
The teacher understands item and test construction methods appropriate to the
learning needs of English language learners including a thorough knowledge of
second-language assessment.
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Knowledge #3
The teacher knows how to administer, interpret, and explain the results of
standardized tests to English language learners and their parents.
Knowledge #4
The teacher understands measurement theory and assessment-related issues such
as validity, reliability, language and culture bias, scoring concerns, and
accommodations for state assessments.
Performance #1
The teacher appropriately uses a variety of formal and informal assessment
techniques evaluate English language learners’ progress for making informed
instructional decisions.
Performance #2
The teacher constructs items and tests that provide an accurate picture of English
language learners’ knowledge and performance.
Performance #3
The teacher demonstrates appropriate use and interpretation of standardized tests
and communicates the results to English language learners and their parents in an
informative, positive manner.
Performance #4
The teacher evaluates the effect of class activities on both individuals and the
class as a whole.
Performance #5
The teacher collects information through observation of classroom interactions,
questions, and analysis of student work.
Performance #6
The teacher maintains useful records of English language learners’ work and
performance and communicates progress knowledgeably and responsibly to
students, parents and other colleagues.
Teaching Standard: #8 The teacher of English for speakers of other languages
demonstrates a high level of proficiency in English commensurate with the role of
an instructional model.
Knowledge #1
The teacher knows the grammar, usage, and conventions of Standard English.
Performance #1
The teacher uses the grammar, usage, and conventions of standard written and
oral English.
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Performance #2
The teacher models a high level of English language proficiency in reading,
writing, and listening, speaking, viewing and presenting visually.
Teaching Standard #10: The teacher of English for speakers of other languages
understands and uses a broad range of literacy methodologies, programs, and
assessment tools for English language learners and acknowledges the important
role of family literacy in second language acquisitions.
Knowledge #4
The teacher understands individual and group literacy assessment tools and
programs.
Knowledge #5
The teacher understands the process of benchmarking and appropriate application
in literacy to measure achievement gains.
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism
The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect
a commitment to a dependable and professional demeanor.
 Acts with integrity and fairness in an ethical manner*
 Demonstrates commitment to life-long learning
 Participates in ongoing professional development
 Demonstrates professional behavior*
 Sets priorities through self-motivation and self-direction
 Maintains confidentiality at all levels*
Communication
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
promote effective communication.
 Utilizes multiple collaborative strategies necessary in developing effective
learning opportunities for all
 Demonstrates a high level of proficiency in oral and written communication
skills
 Adapts to a variety of unique cultural and ethnic communication styles*
 Practices effective interpersonal skills that enhance communication*
Leadership
The educator will demonstrate specific attitudes, values, beliefs and behaviors which exhibit
leadership competencies.
 Demonstrates the ability to make decisions based upon data and input from
stakeholders
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
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Adheres to ethical and professional standards
Transforms ideas into action through effective team building
Utilizes a variety of problem-solving strategies and possesses strong critical
thinking abilities
Prioritizes tasks and manages time efficiently
Instruction and Assessment
The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect
advocating, nurturing and sustaining best practices and multiple assessments.
 Possesses pedagogical knowledge relevant to specific disciplines
 Provides for instructional variation and integration with other disciplines
 Establishes goals and expectations that lead to effective learning
 Inspires all learners to develop self confidence and competence*
 Demonstrates specialized preparation in specific area of study
 Differentiates instruction appropriately for specific needs of learners*
 Expects all students will achieve full potential and attain individual success*
 Evaluates student knowledge and performance by using multiple methods of
assessment
 Utilizes assessment outcomes to develop instruction that meets the needs of all
students*
 Adheres to ethical and unbiased assessment practices*
Diversity
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
provide equitable learning opportunities for all.
 Demonstrates sensitivity to community and cultural norms*
 Values students and encourages them to value self and others*
 Promotes a bias free learning environment*
 Believes in and encourages the success of all learners*
 Appreciates individual variation and shows respect for the diverse talents of all
learners*
 Responds appropriately to larger political, social, economic and cultural issues
through global awareness*
Technology
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
enhance the integration of technology within the educational environment.
 Maximizes learning by using technology
 Enhances the educational environment through technology
 Implements various instructional technology strategies
 Tailors appropriate technology strategies to a specific content area
Research
The educator will demonstrate specific attitudes, values, beliefs and behaviors which
implements effective research within the educational environment.
 Uses existing educational research to inform and guide practice
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V.
Maintains ethical standards in both conducting and applying educational
research*
Identifies and solves problems by making decisions based upon accepted theory
and research
TEXT AND MATERIALS:
REQUIRED TEXTBOOK:
Herrera, S., Murry, K, and Morales Cabral, R. (2007). Assessment
Accommodations for Classroom Teachers of Culturally and Linguistically
Diverse Students., Allyn and Bacon: Boston
0-205-49271-1
Optional Textbooks:
Law, Rebecca and Eckes, Mary (2007) Assessment and ESL: An Alternative
Approach, Second Edition, Portage and Main, Winnepeg, MB Canada
978-1-55379-093-8
VI.
INSTRUCTIONAL RESOURCES
Handouts
PowerPoints
Podcasts
Video
Internet Resources
ESOL Appropriate Testing Instruments
VII.
TEACHING STRATEGIES
Readings in text and other sources
Inquiry Method
Blogs Discussion Boards
VIII. REQUIREMENTS AND EVALUATION
A.
ATTENDANCE
Because this is an on-line class and we will not be meeting as a class, attendance
will be defined differently than for site-based courses. Attendance for this online
course is defined as completion of assignments. If one assignment period goes by
without turning in any assignments, participation in group activities, or there is no
contact with the instructor of this course, then the student will be dropped from
the course. Active participation in the course is expected of all students.
B. ASSIGNMENTS
You have required readings in the textbook and from handouts in the
Chapter folder including PowerPoints and Internet resources. You are
expected to complete all of the readings for each topic.
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It is your responsibility to make sure that all assignments have been posted and/or
submitted. There are times when submissions get lost in the Internet.. PLEASE
make and keep copies of your work. It does not happen often, but papers can
be misplaced or lost.
Detailed descriptions/guidelines for each assignment can be reviewed in the
ASSIGNMENT Folder in the Lesson Tab on the ANGEL Management System.
Students are highly encouraged to review the descriptions/guidelines before you
proceed with the assignment, while you are working on the assignment, and before
you submit the assignment.
ALL ASSIGNMENTS ARE DUE BY 5:00 PM ON THE
DATE.
DUE
ALL ASSIGNMENTS MUST BE IN THE .doc or .docx
FORMAT MICROSOFT WORD.
DISCUSSION BOARD QUESTION POSTED TO ANGEL 5points X 8
Reading Assignments = 40 points
After reading the assigned readings and any assigned articles for the chapter, each
student will compose 1 question that the group will discuss.
These are questions that the student still has after reading the assignment and that
are NOT answered in the reading assignment. These questions may not have a
definitive answer. Each student will post his/her questions for the group to read
and respond to in the Discussion Board Section for each Reading Assignment on
ANGEL.
ALL SUBMISSIONS MUST BE MADE BY 5:00 PM ON THE DUE DATE.
DUE DATE:
Chapter 1
January 19
Chapter 2
February 2
Chapter 3
February 16
Chapter 4
March 2
Chapter 5
March 23
Chapter 6
April 6
Chapters 7
April 20
Chapter 8
May 4
RESPONSES TO QUESTIONS ON THE DISCUSSION FORUM: 5
responses X 8 questions @1 point each = 40 points
Each student must respond to a minimum of 5 questions on each of the Discussion
Forum threads. You are expected to read ALL questions and responses, even those
to which you did not choose to respond.
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ALL SUBMISSIONS MUST BE MADE BY 5:00 PM ON THE DUE DATE.
DUE DATE:
Chapter 1
January 21
Chapter 2
February 4
Chapter 3
February 18
Chapter 4
March 4
Chapter 5
March 25
Chapter 6
April 8
Chapters 7
April 22
Chapter 8
May 6
PROFESSIONAL CONVERSATIONS ON PRACTICE (15 Points each)
After reading Chapters 1, 4, and 7 and the documents in Chapter Folders, choose
one of the Professional Conversations on Practice (found at the end of the chapter)
and write a 2 page/double spaced response to the Professional Conversation of
your choice. Upload to Drop Box.
DUE
Chapter 1 - January 23
Chapter 4 – March 5
Chapter 7 – April 23
RUBIC (25 Points)
Choose one assignment that you already give to your students and create a rubric
that would be appropriate for the ELLs in your classroom. (See Rubric Guidelines
in the Assignment Folder, Lessons Tab on ANGEL.) Upload to Drop Box
DUE: February 5
PRE-ASSESSMENT (20 points)
Choose one pre-assessment method that teachers can use to probe students’
current understandings of targeted curricular concepts. Create your own preassessment for a curricular objective for your content area or grade level. See
Pre-Assessment Guidelines in the Assignment Folder, Lessons Tab on ANGEL.
DUE: February 10
KELPA Practice Tests (50 points)
Each student will complete 5 KELPA Speaking Practice Tests and 4 KELPA
Writing Practice Tests and write a summary statement. (See KELPA Podcasts and
Practice Test document in Chapter 5 folder.) Upload Summary Statement to Drop
Box DUE: March 26
FORMAL AND INFORMAL ASSESSMENTS (55 points)
Choose one formal assessment and one informal assessment that you currently
use or would like to use. Adapt it for an ELL learner(s) in your classroom.
See Formal and Informal Assessment Guidelines in the Assignment Folder,
Lessons Tab on ANGEL. Upload to Drop Box. DUE: April 9
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ASSESSMENT INSTRUMENT FOR ENGLISH LANGUAGE LEARNERS
100 points DUE: MAY 10
Create a formal, formative or summative Assessment Instrument that can be used
with the English Language Learners in your class. You can use a formal
assessment that you already use as the basis of the assessment. You can modify or
adapt the assessment so that it meets the needs of the English Language Learners.
(If you are not currently teaching, choose a grade level, content area, and level of
language proficiency for the ELLs).
The evaluation is based on the Assessment Instrument you create and an
Explanation of the Assessment. The Explanation of the Assessment includes:
1. Instructions - clarity of instructions, the match between items and instructions,
the level of difficulty, response length, the relative value of the section (25
points)
2. Content - receptive/ productive language skills, mastery/some attainment of
objectives, the title, fairness to all students and potentially sensitive content or
language (25 points)
3. Format and Layout - the overall length of the test, items giving away answers
for other items, correct response pattern, technical arrangement and spacing of
items (25 points)
4. Scoring - methods of scoring, specific suggestions are given on
changes/additions to the test with rationale (25 points)
See Assessment Instrument for English Language Learners Guidelines and Rubric
in the Assignment Folder, Lessons Tab on ANGEL.
C. GRADING SCALE:
90-100%
A
80-89%
B
70-79%
C
60-69%
D
0-59% F
Academic Honesty:
Please refer to the catalog for the university policy on academic dishonesty. You
are expected to do and submit your work and not that of others.
Late Projects
Points equivalent to one letter grade will be deducted for each day the
project/assignment/test is late.
NOTE: The instructor may find it necessary to modify assignments.
IX.
COURSE CONTENT
CLASS SCHEDULE:
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ALL ASSIGNMENTS ARE DUE AT 5:00 PM ON THE DUE DATE.
January 14-January 22
READ
Chapter 1 Classroom Assessment amidst Cultural and Linguistic Diversity
Pages 1-19
Chapter 1 Folder in Lessons TAB Read/Watch
Video-clip – Title: Not On the Test
Kansas ESOL Standards Overview PowerPoint
Kansas ESOL Standards - document
http://www.ksde.org/Default.aspx?tabid=350
ESOL Program PowerPoint
Culture Bias PowerPoint
ASSIGNMENTS
Discussion Board Question Due January 19
Discussion Board Responses Due January 21
Professional Conversation on Practice to Drop Box Due January 22
January 23 – February 5
READ
Chapter 2 Authentic Assessment pages 20-49
Chapter 2 Folder in Lessons TAB Read/View
Portfolio Assessment PowerPoint
Performance and Portfolio Assessment for Language Minority Students
http://www.ncela.gwu.edu/pubs/pigs/pig9.htm
A Portfolio Assessment Model for ESL
http://www.ncela.gwu.edu/pubs/jeilms/vol13/portfo13.htm
Balanced Assessment PowerPoint
Testing VS Alternative Assessment PowerPoint
Designing Alternative Assessments PowerPoint
Project Based Instruction PDF
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http://www.nwrel.org/request/index.php
Rubrics and Rubric Information
http://school.discoveryeducation.com/schoolguide/assess.html
www.sdst.org/shs/library/powerpoint/rubrics.ppt
Rubric PowerPoint
ASSIGNMENTS
Discussion Board Question Due February 2
Discussion Board Responses Due February 5
Rubric to Drop Box Due February 5
February 6 - February 19
READ
Chapter 3 Preinstructional Assessment and the CLD Student pages 50-77
Chapter 3 Folder in Lessons TAB Read/Watch
Kansas Assessment Fact Sheet: Appropriate Testing Practices 2008 –09
http://www.ksde.org/Default.aspx?tabid=2450Assessment,
Assessment, Evaluation and Testing PowerPoint
Skills Development Charts – Home Survey English and Spanish pages 269-270
Cultural Profile from Home Visit
ASSIGNMENTS
Discussion Board Question Due February 16
Discussion Board Responses Due February 18
Pre-Assessment to Drop Box Due February 19
February 20-March 5
READ
Chapter 4 Assessment of Acculturation pages 78-117
Chapter 4 Folder in Lessons TAB Read/Watch
Acculturation Self Assessment for Asian American Acculturation
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http://careers.gmu.edu/students/cultures/assessment.html
Developmental Considerations and Acculturation of Children: Measures and
Issues
http://ics.uda.ub.rug.nl/FILES/root/Articles/2003/PhaletK-Assess/PhaletKAssessment-UU-2003.pdf
LOA Observation Rubric page 272
ASSIGNMENTS
Discussion Board Question Due March 2
Discussion Board Responses Due March 4
Professional Conversation on Practice to Drop Box Due March 5
March 6 – March 26
READ
Chapter 5 Assessment of Language Proficiency pages 118-169
Chapter 5 Folder in Lessons TAB Read/View
English Proficiency Tests – KELPA PowerPoint
Annual Measurable Achievement Objectives (AMAOs)
http://www.ksde.org/Default.aspx?tabid=350
Complete the KELPA Podcasts and Practice Tests Handout
Assessing English to Speakers of Other Languages
http://www.ksde.org/Default.aspx?tabid=2450
Oral Language Assessment PowerPoint
Reading Assessment PowerPoint
Writing Assessment PowerPoint
SOLOM – Student Oral Language Observation Matrix pdf
http://www.waterloo.k12.ia.us/files/StudentServices/Student_Oral_Language_Ob
servation_Matrix.pdf
SWLOM – Student Written Language Observation Matrix pdf
http://faculty.saintleo.edu/ESOL/SWLOM%20SOLOM.doc.
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Limited English Proficient Checklist pdf
http://www.k12.wa.us/SpecialEd/pubdocs/culturally_linguistically_diverse/limite
d_english_proficient_checklist.pdf.
ASSIGNMENTS
Discussion Board Question Due March 23
Discussion Board Responses Due March 25
KELPA Practice Tests - Upload Speaking and Writing Scoring Practice papers to
the Drop Box in the Lessons Tab of ANGEL. Due March 26
March 27 – April 9
READ
Chapter 6 Assessment of Content-Area Learning pages 170 - 213
Chapter 6 Folder in Lessons TAB Read/Watch
Organizing and Assessing in the Content Area Class
http://www.everythingesl.net/inservices/judith2.php
Graphic Organizers for Content Instruction
http://www.everythingesl.net/inservices/graphic_organizers.php
How to Develop Questioning Strategies
http://www.everythingesl.net/inservices/questioning_strategies.php
Practical Ideas On Alternative Assessment For ESL Students
http://www.cal.org/resources/digest/tannen01.html
Formal VS Informal Assessment
Formal Assessment PowerPoint
Informal and Formative Assessment Power Point
ASSIGNMENTS
Discussion Board Question Due April 6
Discussion Board Responses Due April 8
Formal and Informal Assessments to Drop Box DUE April 9
April 10 – April 23
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READ
Chapter 7 Special Education Issues in the Assessment of CLD Students
pages 214 - 240
Chapter 7 Folder in Lessons TAB
Assessing ESOL Students
http://agls.uidaho.edu/fcsed/FCS469/Assessing%20ESOL%20Students.pdf
Accommodations Manual
http://www.ksde.org/Default.aspx?tabid=2372
ASSIGNMENTS
Discussion Board Question Due April 20
Discussion Board Responses Due April 22
Professional Conversations on Practice Due April 23
April 24 – May 7
READ
Chapter 8 Postinstructional Assessment pages 240 - 254
Chapter 8 Folder in Lessons TAB Read/Watch
Continua for the Assessment of English Language Development page 281
Cultural Literacy Response Map page 285
Rubric for the Assessment of cognitive and Metacognitive Strategy Use page 286
ASSIGNMENTS
Discussion Board Question Due May 4
Discussion Board Responses Due May 7
Assessment Instrument for English Language Learners to Drop Box
Due MAY 10
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