KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7731
Department
Department of Inclusive Education
Degree Title (if applicable)
Proposed Effective Date
Fall 2007
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____INED 7731___________________________
Course Title ____Assessment for English Language Learners_____________
Credit Hours 3
Prerequisites admission to M.Ed or MAT program
Description (or Proposed Degree Requirements)
This course covers focuses on the process of testing/assessing students’ language proficiency and
achievement in P-12 classrooms. Candidates develop competencies in administration and interpretation of
norm-referenced tests and development, administration and interpretation of criterion-referenced,
curriculum-based, observation, checklist/rating scale, and informal assessments.
III.
Justification
Faculty in the Department of Inclusive Education decided that the candidates in the
M.Ed. in Inclusive Education: TESOL and the MAT in TESOL would be better served
with an assessment course specifically dedicated to their needs and the needs of English
language learners. Originally TESOL assessment issues were to be addressed within the
content of EDUC 7730 Assessment for Diverse Learners. However, EDUC 7730 focuses
on both special education and culturally and linguistically diverse students. There is not
enough time in one semester to adequately address the unique needs of both groups of
students.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Karen Kuhel or Dr. Karen Harris
Text:
Stoynoff, S., & Chapelle, C. A. (2005). ESOL tests and testing: A resource for teachers and
administrators. Alexandria, VA: TESOL.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to
academic achievement. Thousand Oaks, CA: Corwin Press.
Prerequisites: Admission to the M.Ed. or MAT program
Objectives:
This course covers focuses on the process of testing/assessing students’ language proficiency and
achievement in P-12 classrooms. Candidates develop competencies in administration and
2
interpretation of norm-referenced tests and development, administration and interpretation of
criterion-referenced, curriculum-based, observation, checklist/rating scale, and informal
assessments. The competencies in this course are derived from the requirements of the
Professional Standards Commission (PSC: licensure body for Georgia) for teachers of English
language learners and the national standards of Teachers of English to Speakers of Other
Languages (TESOL) and NCATE.
-
Instructional Method
Evaluation of test materials, development of test materials and tools, test administration,
record evaluation, development of evaluation plan
Method of Evaluation
Journal
Diagnostic Review
Record Evaluation
Evaluation Plan
ACCESS test administration and evaluation
Development of informal assessment tools
Assessment portfolio
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
$0.00
none
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
TESOL
INED 7731
3
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Assessment for ELLs
3-0-3
Fall 2008
Regular
Admission to MAT or M.Ed. program
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4
VII Attach Syllabus
INED 7731
Assessment of English Language Learners
Department of Inclusive Education
Kennesaw State University
Spring 2008
Instructors:
Class Sessions:
Name:
Office:
Fax:
e-mail:
Name:
Office Phone:
Fax:
e-mail:
Day & Time:
Location:
Required Texts:
Stoynoff, S., & Chapelle, C. A. (2005). ESOL tests and testing: A resource for teachers and administrators.
Alexandria, VA: TESOL.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic
achievement. Thousand Oaks, CA: Corwin Press.
Catalog Description: This course covers focuses on the process of testing/assessing students’ language proficiency
and achievement in P-12 classrooms. Candidates develop competencies in administration and interpretation of
norm-referenced tests and development, administration and interpretation of criterion-referenced, curriculum-based,
observation, checklist/rating scale, and informal assessments.
Purpose/Rationale: This course covers focuses on the process of testing/assessing students’ language
proficiency and achievement in P-12 classrooms. Candidates develop competencies in administration and
interpretation of norm-referenced tests and development, administration and interpretation of criterionreferenced, curriculum-based, observation, checklist/rating scale, and informal assessments. The
competencies in this course are derived from the requirements of the Professional Standards Commission
(PSC: licensure body for Georgia) for teachers of English language learners and the national standards of
Teachers of English to Speakers of Other Languages (TESOL) and NCATE.
Disruptive Behavior
The University has a stringent policy and procedure for dealing with behavior that disrupts the learning
environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior that fits the
University's definition of disruptive behavior will not be tolerated. (See Campus Policies and Procedures in the KSU
Graduate Catalog).
Academic Integrity
5
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in
the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's
policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/ falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and
misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an "informal" resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has
the
appearance of improving grades without increasing knowledge, will be dealt with in accordance with the
University's policy on academic honesty. In addition, students in the graduate program in special education are held
accountable by the Georgia
Professional Code of Ethics for Educators
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for
Exceptional Children's
(CEC) Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Any work that students present in fulfillment of program or course requirements
should reflect their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who
is found to have violated these expectations will be subject to disciplinary action.”
Human Dignity
The University has formulated a policy on human rights that is intended to provide a learning environment, which
recognizes individual worth. That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no
Professional should need reminding but the policy is there for your consideration. The activities of this class will be
conducted in both the spirit and the letter of that policy.
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching, Learning and Leadership
“The Collaborative Development of Expertise in Teaching, Learning and Leadership” is the basis
for all of Kennesaw State University’s teacher education programs. Working from a solid content
background, the teacher as facilitator demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. Teachers as facilitators are well versed in the
characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in
integrating technology into instruction and create an environment in which students can be successful and
want to learn. Teachers as facilitators know when and how to assess learning by means of various forms
of traditional and authentic assessments. They are well prepared for successful careers in teaching and are
expected to act in a professional manner in all circumstances with colleagues, parents, community
members and their own students. As a professional educator, the teacher facilitator values collaboration
and seeks opportunities to work with other professionals and community members to improve the
educational experiences for children and youth. This course contributes to the candidates’ understanding
of their developing role as a professional facilitator by supporting their educational growth as they learn
to effectively teach students.
Knowledge Base
6
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise
is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept
of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases, teachers progress from being Novices learning to survive in classrooms toward
becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to develop rapidly. The historical
framework included perceptual training, behavior modification and task analysis. Current directions include
multiple intelligence models, systematic instruction, strategy approaches to teaching and learning, and direct
instruction. The field draws on research literature from educational psychology, medicine, psychology and special
education. The emphasis in this class will be on developing skills in application of research-based best practice in
the area of behavior management, documenting impact on student learning, and reflective practice.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles
of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies
and curricula for providing effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates
to explore how multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis
on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section
504 of the Rehabilitation Act of 1973 or the Americans
with Disabilities Act of 1990. A number of services are available to support students with
disabilities within their academic program. In order to make arrangements for special services,
students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an
individual assistance plan. In some cases, certification of disability is required. Please be aware
there are other support/mentor groups on the campus of Kennesaw State University that address
each of the multicultural variables outlined above.
OUTCOMES, EXPERIENCES & ASSESSMENTS
Candidate Performance Instrument (CPI)
PTUE Outcomes & Proficiencies
Outcome 1: SUBJECT MATTER EXPERTS:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues, parents and
students.
1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents understanding
through use of multiple explanations, technologies and/or strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated, flexible,
elaborate and deep
7
Outcome 2: FACILITATORS OF LEARNING:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or
assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching educational experiences and/or
environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual students,
class instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to multiple audiences
in multiple formats.
Outcome 3. COLLABORATIVE PROFESSIONALS:
3.1 Collaborates with colleagues, parents and/or other professionals and leads appropriately to strengthen school effectiveness, to
advance knowledge, and to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research
aimed at improved student achievement.
3.3 Proactively involves and leads parents and other members of the community in support of instruction and education.
3.4 Engages in on-going professional development by joining professional organizations, participating in conferences, mentoring new
staff, etc.
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
Field Experiences
Site Observations: As they progress through the program of study, all candidates will be observed a minimum of
five times by either a full-time or adjunct faculty member. All observations will follow a protocol appropriate to the
candidate’s major that will be shared with the candidate prior to the observation. No observations will occur for this
course, however, there will be observation during the concurrent internship
Leadership and School-based Activities: While completing your graduate program at Kennesaw State University,
you are required to be involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and participating
in education-related community events. As you continue your educational experiences, you are encouraged to
explore every opportunity to learn by doing.
Leadership and School-based Activities: While completing your graduate program at Kennesaw State University,
you are required to be involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at
professional conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and participating
in education-related community events. As you continue your educational experiences, you are encouraged to
explore every opportunity to learn by doing.
Assessments
Portfolio Graduation Requirement: To fulfill the portfolio graduation requirements for this graduate program,
each candidate will be required to create a professional portfolio that provides evidence of mastery of the outcomes
and proficiencies articulated on the Candidate Proficiency Indicators (CPI) as Subject Matter Expert, Facilitator of
Learning and Collaborative Professional. Your portfolio is to document your professional growth related to the
Preceding each piece of evidence used to document your proficiencies, you are required to provide an introductory
narrative that uses descriptive, analytic and reflective writing. This introductory narrative should be a concise,
comprehensive reflection documenting research-based best practices and indicating how your evidence supports the
8
proficiency at a Level 3 or Level 4, using the Portfolio Narrative Rubric as a guide. In the introductory narrative,
you need to indicate how the evidence meets the proficiency, how it was used in your daily practice and cite where
appropriate at least one foundational source to support it use as a best practice (APA format). At the conclusion of
the program, your portfolio should have two or more pieces of evidence and reflections documenting your
professional growth on each proficiency.
Portfolio Entries: There is no specific requirement for this course. Candidate’s choice.
Each semester, in each course, you will be required to prepare an Application Paper that explains how your work
meets the graduate outcomes and proficiencies articulated on the Candidate Performance Instrument (CPI). The
Application Paper consists of a brief introduction of the assignment, along with a detailed explanation of how
completing the assignment demonstrates that you have met at least one of the Advanced Candidate Proficiencies on
the CPI. (The rubric used to assess the Application Paper will be provided by your instructor.) To ensure that the
evidence that is ultimately up-loaded into your electronic portfolio is representative of your best effort, your
instructor will provide feedback describing necessary revisions. Each candidate is required to make the revisions,
and have the final product reviewed by a peer, prior to uploading the evidence into their electronic portfolio.
Extensions of Learning: Candidates should keep ongoing documentation of ways in which they extended their
learning and skills from this and other courses. In your final portfolio, at least one piece of evidence for each domain
is required documenting professional growth beyond course requirements. Candidates should also keep
documentation data of the impact on student academic and/or behavior learning that result from any intervention
extensions.
TECHNOLOGY
Technology Standards & Use: Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and meet
Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to
explore and use instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia
instructional materials, create WWW resources, and develop an electronic learning portfolio. Candidates in this
course will be expected to apply the use of educational technology in their classrooms. Specifically, word processing
to write papers; WebCT Vista to access course materials and submit assignments; WebCT Vista and e-mail to
communicate with instructors and peers; and Powerpoint to develop a class presentation. Candidates will have
access to the ERIC CD-ROM database, TRAC and the Educational Technology Center. Library research required in
this course is supported by the Galileo system. The password for this semester is __________.
KSU Student Email: As of Fall 2004, Kennesaw State University mandated that all official university
communication would be delivered via the KSU student email system. Effective this semester (Fall 2005), all
candidates seeking degrees from the Department of Special Education will be required to use their KSU student
email accounts as the primary communication mode. Program updates, information from faculty, and other
important university communication will be sent to your KSU student email account. You are expected to check
this email at least several times a week, and to use this email account when sending email to departmental faculty.
The KSU student email is a web based system that is accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing
your account please contact KSU Service at 770-423-6999.
Course Standards, Outcomes, Performance Indicators & Objectives
9
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental
and collaborative process. Research for the past 25 years has described this process in increasingly complex terms.
Universities and schools must work together to successfully prepare teachers who are capable of developing
successful learners in today’s schools and who choose to continue their professional development. Students in this
course are expected to perform at the Advanced or Teacher Leader level of performance. For the purposes of this
syllabus, course goals and objectives are first delineated according to development of candidate knowledge, skills &
dispositions and then cross-referenced to the national professional standards of the Council for Exceptional Children
and Teachers of Speakers of Other Languages.
As a result of Knowledge, the candidate will be able to:
1.
demonstrate an understanding of the changes in assessment practices as mandated by current federal
guidelines for students with disabilities and students who are English Language Learners. TESOL
4.b.1.
2. define, using current educational terminology, categories of disability used in the State of Georgia, as
well as the procedures and criteria for classification and placement. TESOL 4.c.1
3.
understand and implement national and state requirements for identification, reclassification and exit
of students who are English Language Learners from language support programs. TESOL 4.b.1.
4.
compare and contrast local, state and national incidence and prevalence data and discuss the findings in
terms of controversies of labeling, over-representation of linguistically and culturally diverse students,
and exclusion from general education curriculum. TESOL 4.a.4.
5.
demonstrate an understanding of and appropriately use terminology used in the assessment of students
with disabilities and students who are English Language Learners TESOL 4.b.1-5.
6.
demonstrate an understanding of and describe legal provisions, regulations and guidelines regarding
unbiased assessment, and use of psychometric instruments and instructional assessment measures with
individuals with disabilities. TESOL 4.b.1-5
7. compare and contrast the SST process used in the State of Georgia to the polices and practices related
to screening, referral and placement of students with disabilities. TESOL 4. b. 1
8. identify various strategies for test-taking and test accommodations, adaptations and modifications,
taking into consideration statewide and classroom assessments for English Language Learners.
TESOL 4.a.3. 1.a.1-5
9. distinguish between a language difference, gifted and talented and special education needs of students
who are English Language Learners. 4.a.4.
As a result of Skills, the candidate will be able to:
10. master the basic educational statistics underpinning standardized testing. TESOL 4.a.2
11. demonstrate an understanding of the limitations of assessment situations and make accommodations
for students who are English Language Learners. TESOL 4.a.3.
12. determine the efficacy of standardized tests commonly used in the identification and program
development of English Language Learners, using appropriate assessment terminology and criteria
provided in class. TESOL 4.a.2-3.
13. determine the effects of socio-economic, language, and cultural differences in making decisions
relative to identification and placement of diverse populations of students TESOL 3.a.2, 4.a.1-4.
10
14. construct and use assessment, including self-assessments, for a variety of purposes for English
Language Learners. TESOL 4.b.4.
15 assess learners’ language skills and communicative competence using multiple sources of information.
TESOL 4.b.5. 4.c.2
16. develop plan and implement assessment procedures which are appropriate, unbiased and have a high
probability of success measuring the strengths and needs of individual students in the areas of
language, academics and behavior. TESOL 4.c.1; 4.c.2
17. conduct curriculum-based or performance assessments, analyze and report results, using technology as
appropriate. TESOL 3.a.1, 4.c.1-3
18. Synthesize information collected from standardized and non-standardized procedures, interpret and
report results. TESOL 4.c.1-3 4.a.1
19. make recommendations for educational programming in content area. TESOL 4.c.1-3
As a result of Disposition, the candidate will be able to:
20 demonstrate understanding of the rights to privacy, confidentiality, and respect for differences among
all persons. TESOL 1.b.4
21. maintain confidentiality of all records and individuals. TESOL 1.b.4
22. demonstrate a respect for individuals with disabilities by using person-first language. TESOL 1.b.4
23.
VI.
articulate a teacher's ethical responsibility to individuals who function similarly to individuals with
disabilities but have not been identified as having disability. TESOL 2.a.2
COURSE REQUIREMENTS/ASSIGNMENTS:
1.
Journal Review (50 points) Read two articles from refereed professional journals regarding assessment of
English Language Learners. A list of articles divided into categories will be provided by the instructor. Your
second article CANNOT be from the same category as your first. Write a 1-2 page essay including your
reaction to the articles. A compilation of these reviews will be distributed to all candidates.
2.
Diagnostic Evaluation (200 points) Each candidate will complete a diagnostic evaluation on a target student
that will include: a) a written review of the student’s records, b) develop a proposed evaluation plan, c) the
administration of standardized assessment, and d) informal assessment, The requirements depend upon the
needs of the target student.


Two norm-referenced assessments, including language proficiency and academic level
One curriculum-based or performance assessment
To complete the diagnostic evaluation, the candidate must successfully complete the following procedures:
a.
Record Review (25 pts.) Review and summarize student’s records of in the areas to be assessed.
 Gather information from teacher(s), parents, student (if appropriate), and ACCESS (if available) to
describe the language proficiency level, and student’s strengths and weaknesses in the classroom.
List all previous assessment tools with the date of assessment, scores, and a brief summary of
results.
11
b.
3.
Evaluation Plan (25 pts.) for the target student.
 What essential questions do you wish to pose regarding the student’s achievement?
 What standardized assessments might you consider using for this evaluation?
 What informal assessment(s) might you consider using?
 What informal data will you gather for this evaluation?
ACCESS Administration & Data Analysis (100 points) Each candidate will administer, score, and interpret
ACCESS (standardized, norm-referenced test). This is a practice administration only. Because practice
administrations by novice evaluators are not considered valid, the results are to be kept confidential and may
not be shared with the examinee and his or her family. Please ensure that the individual whose cooperation
you obtain for this assignment is fully aware of this before you administer the test. Test Administration
Instructions:


Obtain written permission of the subject’s parent or guardian if he or she is under the age of 18. A
permission form is attached for your use.
Submit the test protocol along with a 1-2 page typewritten summary of the following information:
a) Demographic information (use pseudonyms).
b) One paragraph narrative description of setting and the subject’s test behavior.
c) Interpretation of the test results
d) Recommendations for classroom instruction.
4.
Informal Assessment Development: (50 points) Each candidate will develop informal assessments, including
those that instruct students to self-assess.
 Develop appropriate assessment procedures that are aligned with your objective.
 Complete assessment and interpret results.
5.
Assessment Portfolio (200 points) Each candidate will complete an assessment portfolio, which is the
systematic collection of student work measured against predetermined scoring criteria. These criteria may be
rubrics, scoring guides, checklists, rating sheets, etc. (O’Malley & Valdez Pierce, 1996). The data included
in the portfolio must be a clear representation of all content areas taught by the candidate. Examples of
performance-based assessment: writing samples from different genres; writing samples from different points
in the semester on the same or similar topic, solutions to math problems that show problem-solving ability,
lab reports that demonstrate understanding of a process or scientific approach, reports, etc. The portfolio
should also include standardized test data results. The purpose is to take an authentic picture of learning
across the semester
 Include demographic information; language proficiency information, including ACCESS reports if
available,
 Decide on the goals and content that will be included in the portfolio.
 Develop essential questions and topical questions that reflect your goals and content.
 Develop scoring criteria and standards of performance. (Rubrics, etc. will be critiqued be peers and
instructor prior to inclusion in order to develop reliability and validity of the instruments.)
 Align tasks to the standards
 Copies of SIOP lesson plans, including assessment data
 Collect data
 (After training) candidates will self score their own portfolios as well as their colleagues.
 1-2 page evaluation of process
 Reflection journals (included in the internship) are also to be included, but will not be graded for this
assignment.
6.
Mid-term and Final Proficiency Exam (200 pts total): The mid-term exam will be an online assessment and
will cover content discussed before mid-term date, focusing upon descriptive statistics and test construction.
It will consist of multiple choice items and short answer. The final exam will consist of an educational case
study of an English language learner) accompanied by a set of test scores. The candidate is to interpret the
scores and make diagnostic recommendations related to the data.
12
Class Requirements and Assignments
Class Assignment
Possible
Points
Course Objectives
CPI
Proficiencies
Journal Review
Diagnostic Evaluation
ACCESS Administration
Informal Assessment
Development
Portfolio
Mid-term and Final
Total
50
200
100
50
1, 2, 3, 4, 6, 8
9-17
3, 5, 8,
9, 14, 15
200
200
800
8, 11, 12, 14-17, 20, 21,
1 –17, 18, 20, 21
1.1-1.4
2.1, 2.3,2.6, 2.7
2.4-2.6
1.1, 2.7, 3.3
Grading Scale:
A= 90% or better
B= 80 –89%
C= 70-79%
D= 60-69%
GENERAL GUIDELINES AND STANDARDS FOR WRITTEN ASSIGNMENTS
1.
2.
3.
4.
5.
6.
All individual assignments must be typed, single spaced, with 1” margins on both sides so I can provide
you with feedback. This includes reflections.
Be sure to maintain confidentiality of student, settings, and teachers. All identifying names and
information should be omitted from your written work and discussions.
Late assignments are unacceptable without making prior arrangements with me.
I will be looking for quality writing not quantity. Eliminate jargon and hyperbole and focus on clearly
stating your point.
Examine the language you use within your assignments. Please remember to remove the focus on a
person’s behavior or disability by stating the person first, i.e., “a person with a disability” is preferable to
“a disabled person.”
Be careful to avoid judgmental statements and focus on the facts when writing about students. As teachers
we need to put our own biases and opinions aside and view each student as a capable and valuable human
being.
Course Schedule
Date
Aug 22
Topic
Introductions
Course Requirements
Purposes and Principles of
Assessment
Over representation of linguistically
& culturally diverse students
Historical Development of language
testing in the U.S.
Readings
Chapters 1-3
13
Assignment
Aug 29
Legal Issues in Assessment
State and Federal Guidelines for
Language Proficiency of ESOL\
Chapter 4-5
Sept. 12
Review of types of assessment &
definitions
Descriptive Statistics
Reliability and Validity
Chapter 6
Journal Article Review
Sept. 19
Norm-Referenced Testing
Tests of Educational Achievement
Language Acquisition and
Assessment
Test taking strategies and the ELL
Differentiating Language, ESOL,
Disability and Gifted
Tests of Achievement:
Administrations and Interpretations
Assessment of Behavior
Chapter 7
Journal Article Review
Informal Assessment
Student Self-Assessment
Rubric Development
Work Sample Analysis
Curriculum-Based Measurement
Assessment of Reading, Oral and
Written Language: Formal,
informal, and link to instruction
Assessment of Language and
Relationship to Math and Science
Understanding
Early Childhood Assessment
Measures of Intelligence/Learning
Aptitude
Categorical Issues in Assessment
- Transition
- Behavioral
- Specific Learning Disabilities (e.g.
acuity, information processing &
strategic learning
- Adaptive Behavior
Categorical Issues in Assessment
- Transition
- Behavioral
- Specific Learning Disabilities (e.g.
acuity, information processing &
strategic learning
- Adaptive Behavior
Final Exam
Chapter 7
Sept. 26
Oct. 3
Oct. 10
Oct. 17
Oct. 24
Oct. 31
Nov. 7
Nov. 14
Nov. 21
Nov. 28
Dec. 5
Dec. 12
Chapter 7
Chapters 8, 9
Chapter 10
Diagnostic Evaluation
Plan
Mid term exam
Chapter 13
Chapter 14
Chapter 12
Chapter 16
Chapter 9 & 10
Portfolio
Bibliography
Assessment of Culturally and Linguistically Diverse Students
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Artiles, A.J. & Trent, S.C. (1994). Overrepresentation of minority students in special education: A continuing
debate. The Journal of Special Education, 24 (4), 410-437.
Brown, H. D. (2003). Language assessment – Principles and classroom practice. New York: Pearson.
Bonilla-Bowman, G. E., & Bonilla-Bowman, C. (1996). Can performance-based assessments contribute to the
achievement of educational equity? In J. B. Baron and D. P. Wolf (eds.). Performance-based student
assessment: Challenges and possibilities, pp. 32-51. Chicago: University of Chicago Press.
Howell, K.W., and R. Rueda (1996). Achievement testing with culturally and linguistically diverse students, In, L.S.
Suzuki, P. J. Meller & J.G. Ponterotto (Eds.). Handbook of multicultural assessment San Francisco: JosseyBass.
Hughes, A. (2002). Testing for language teachers. Cambridge, UK: Cambridge University Press.
Larimer, R. E. & Schleicher L (Eds.). (1999). New ways in using authentic materials in the classroom. Alexandria,
VA: TESOL.
O’Malley, J. M. (1996). Authentic assessment for English language learners. New York: Pearson Addison Wesley.
Richards, J. C. Curriculum development in language teaching. Cambridge, UK: Cambridge University Press.
Roseberry-McKibbin, C. (1995, Summer). Distinguishing language differences from language disorders in
linguistically and culturally diverse students. Multicultural Education, 12-16.
Authentic Assessment
Alper, S., Ryndak, D.L., & Schloss, C.N. (2001). Alternate assessment of students with disabilities in
inclusive settings. Boston: Allyn and Bacon
Brandt, R. (1992). On performance assessment: A conversation with Grant Wiggins. Educational
Leadership 49: 35-37.
Darling-Hammond, L., J. Ancess, and B. Falk (1995). Authentic assessment in action. Studies of schools
and students at work. New York: Teachers College Press.
Gillespie, C.S., K. Ford, R. Gillespie, and A. Leavell (1996). Portfolio assessment: Some questions, some
answers, some recommendations. Journal of Adolescent and Adult Literacy, 39(6): 480-491.
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Shepard, L., and C.L. Bliem (1995). Parents' thinking about standardized testing and performance
assessment. Educational Researcher 24 (8): 25-32.
Bias in Assessment
Curriculum-Based Assessment
Chote, J.S., B. E. Enright, L. J. Miller, J.A. Poteet, and T.A. Rakes (1995). Curriculum-based assessment
and programming. Boston, Mass.: Allyn & Bacon.
Idol, L., A. Nevin & W. Paolucci-Whitcomb (1996). Models of curriculum assessment. Austin, TX: PROED.
Ethics in Assessment
Shepard, L.A. (2000). The role of assessment in a learning environment. Presidential Address presented at
the annual meeting of the American Educational Research Association, New Orleans
Grading
Bursuck, W., EA. Palloway, L. Plante, M. J. Epstein, J. Jayanthi, and J. McConeghy (1996). Report card
grading and adaptations: A national survey of classroom practices. Exceptional Children 62: 301-318.
Gersten, R., S. Vaughn and S. U. Brengelman (1996). Grading and academic feedback for special
education students and students with learning difficulties. In ASCD yearbook (Ed.). T.R. Gusky, 47-57.
Alexandria, VA: Association for Supervision and Curriculum Development.
Intelligence & Intelligence Assessments
Gardner, H. (1993). Multiple Intelligences: The theory in practice. New York: NY, Basic Books.
Goleman, D. (1995). Emotional Intelligence, New York: NY. Bantam Books.
Sternberg, R. J. (1997). What does it mean to be smart? Educational Leadership, 54 (6), 20-24.
Standardized Testing
Mehrens, W.A. & I.J. Lehmann (1991). Measurement and evaluation in education and psychology. Fort
Worth: Holt, Rinehart & Winston.
Nitko, A.J. (1996). Educational assessment of students. Englewood Cliffs, NJ:
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Prentice Hall.
Pierangelo, R., & Giuliani, G. A. (2002). Assessment in special education: A practical approach. Boston,
MA: Allyn & Bacon.
Salvia, J. & J. Ysseldyke (1995). Assessment. Boston, Mass: Houghton-Mifflin.
Taylor, R.L. (2000). Assessment of exceptional students: Educational and psychological procedures (5 th
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Statewide Assessment
Kearnes, J. (1997). Statewide assessment of students with significant disabilities: the Kentucky KARIS
model. Journal of the Association for Persons with Severe Handicaps, 23 (2) 231-240.
National Center on Educational Outcomes (1993). Can "all ever really mean "all" in defining and assessing
student outcomes? College of Education: Univ. of MN, Author.
National Center on Educational Outcomes (1993). Testing accommodations for students with disabilities: A
review of the literature. College of Education: Univ. of MN, Author.
National Center on Educational Outcomes (1993). Educational Outcomes and Indicators. Vols. 1-4,
College of Education: Univ. of MN, Author.
Shriner, J. Ysseldyk, J, Thurlow, M. & Honetschlage, D. (1994). "All" means "all". Educational
Leadership, 51(6), 38-43.
Staub, D. & Peck, C. (1995). What are the outcomes for nondisabled students? Educational Leadership, 52,
(4), 36-41.
Thurlow, M. L., Elliott, J. L., & Ysseldyke, J. E. (1998). Testing students with disabilities: Practical
strategies for complying with district and state requirements. Thousand Oaks, California: Corwin Press, Inc.
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