Course Syllabus – Part I – Course Outline
School/Department Name:
Graduate School of Education
Program:
English as a Second Language
Course Number and Title:
ESL 630 Equitable Assessment of ESL Learners
Instructor:
Dr. Betsy Tregar, Program Chair
Course Dates:
5 Saturdays: Sept. 22; Oct. 6, 20; Nov. 3, 17, 2012
Course Time:
9:00 a.m. – 4:30 p.m.
Course Catalog Description:
This course helps participants understand and explore a variety of issues related to assessment of
English language learners at grade levels PreK-12. They will learn how to use assessment as a tool to
place ESL learners appropriately, and they will learn to interpret assessment results to plan instruction
that helps students achieve high standards at all levels of English proficiency. They will understand how
language proficiency and culture can affect learning and assessment. Strategies will be included in class
activities that give participants experience with various means to assess the academic progress of
English language learners. Participants will become familiar with state and federal assessment
requirements, the usefulness and limitations to standardized tests, and appropriate accommodations for
ELLs.
Course Outline
Purpose:
This course will enable participants to:
 Understand the principles of assessment and their connection to teaching and learning.
 Understand second language acquisition and how to distinguish between assessing language
proficiency and assessing content knowledge.
 Understand how culture and language proficiency affect the assessment process.
 Use differentiated approaches to document student progress at all English levels.
 Create assessment instruments that are useful for teachers of English learners.
 Understand the difference between a language learning difficulty and a learning disability.
Course Content and Design:
This course is designed to help participants understand and explore a variety of assessment approaches.
They will learn to use assessment to place English language learners appropriately, to document their
academic progress, and to plan instruction that helps the students achieve high standards at all levels of
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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English proficiency. Participants will explore varied ways to assess ESL student progress. The course
will utilize a 6-stage learning process in which participants share their prior knowledge; learn from
assigned readings and projects; research related websites and local practices; explore new ideas; discuss
their results; and reflect on what they have learned.
Course Outcomes
Knowledge Outcomes:
 Define and discuss key principles of formative and summative assessment for ELLs.
 Describe the relationship between assessment, teaching, and learning.
 Demonstrate understanding of how cultural groups and individual cultural identities affect
language learning and academic achievement.
 Differentiate assessment strategies according to the students’ ELD level(s) for which they are
appropriate.
 Research and discuss the federal and state requirements for assessment of ELLs.
 Discuss the implications of standardized tests for English language learners in terms of purposes,
usefulness, limitations, and appropriate modifications.
 Identify alternate approaches to assessment that enable Level 3/Developing ELLs to
demonstrate their content learning.
Skill Outcomes:
 Design a placement assessment for newly enrolled ELLs, and explain the rationale for each
component.
 Distinguish between assessing academic knowledge and assessing English language proficiency,
and explain the implications for instruction.
 Interpret formal and informal test results for English language learners and explain the
implications for instruction.
 Adapt or modify a content assessment to measure the academic knowledge of an ELL at Level
3/Developing English proficiency.
 Conduct an interview or survey of an English Language Learner.
Course Requirements:
1. Attend all class sessions.
2. Participate actively and reflect on the content of discussions and activities.
3. Complete all assigned text chapters, articles, and Pre-Practicum observations in a variety of
settings (submit a log of observation activities accompanied by a reflection).
4. PowerPoint: a test item based on personal background knowledge that others may not know.
5. Explore 4 websites and/or webinars related to formative assessment with ELLs, then write a
summary critique of each and describe its features for teachers of ELLs.
6. Group projects: Design a rubric, language cloze test, content cloze test.
7. Group presentation on a court case or legislation.
8. 4 Reading Reaction papers: A Reading Reaction paper has two parts. In Part 1, summarize the
author’s main points. In Part 2, describe your personal reaction or connection to those points.
9. PowerPoint presentation of your Final Project.
10. Complete one final project:
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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a. Design a placement assessment packet for newly enrolling ELL students in your school.
b. Using tests from your school that are difficult for ELLs, analyze the areas of difficulty and
develop 3 alternate assessments, one each for math, science, and social studies, to allow an
ELL at the Developing Level (Level 3) to demonstrate academic achievement. Alternate
assessments may range from simply adapting test items, to designing visual, graphic, and
performance tasks. For each alternate/adapted assessment, describe your rationale for the
changes you made.
c. Write a 10-page research paper in which you a) summarize federal and state requirements for
assessing ELLs; b) analyze how those requirements affect teachers and students; c) propose
one change and one feature of NCLB that Congress should maintain (explain the reasons for
your proposals).
Pre-Practicum: Early field-based experiences in a variety of diverse settings, integrated into courses
or seminars that address either the Professional Standards for Teachers as set forth in 603 CMR 7.08 or
the Professional Standards for Administrators as set forth in 603 CMR 7.00. For candidates serving an
apprenticeship or employed as educator of record, these experiences may occur simultaneously with the
practicum or the practicum equivalent.
For maximum learning, it is highly recommended to complete each Pre-Practicum assignment during
the term that coincides with the corresponding course. If that is not possible due to a student’s daytime
responsibilities, a student may request approval from the course instructor to complete the PrePracticum assignments at a later time. All Pre-Practicum logs and assignments will be submitted as part
of the student’s Exit Portfolio.
Faculty Pre-Practicum Assignment
The student will observe for 15 hours in classroom(s) that include ELLs in a variety of settings, and
complete the following assignments:
1. Observe and interview a proficient English-speaker about classroom activities, discussion of a
story, or similar topics, as an example of age-appropriate language development.
2. Observe and interview an ELL using a language survey and one of the above conversation
topics, for purposes of comparison. If time permits, observe additional ELLs to note similarities
and differences among the ELLs in that class.
3. Observe a lesson, noting how the teacher determined whether students understood key points. If
possible, meet with the teacher after class and ask about his/her approach to assessment. If time
permits, observe additional lessons, noting similarities and differences.
4. Write a reflection comparing the English used by the ELL and the proficient English-speaker.
Include one or two quotes from each student. Describe the differences, and give possible reasons.
If you noticed similarities, discuss what some possible reasons for these.
Strategies for Integrating English Language Learners in the Classroom
English language learners will be integrated in the classroom using a variety of learning formats,
including graphic presentation of information, oral discussion, hands-on activities, and small group
projects.
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Strategies for Integrating Students with Disabilities in the Classroom
Students with disabilities will be integrated in the classroom based on individual needs, in accordance
with advice of the Disabilities Support Services office.
Strategies for Integrating Diversity into the Curriculum
Class presentations and recommended readings will provide examples from varied countries, linguistic and
cultural groups, and racial and ethnic groups in the U. S. Students will be encouraged to use their individual
background experiences, and their reflections on course readings, as the basis for contributing to class discussions
and for treating the contributions of others with respect.
Instructional Technology Knowledge Requirements
Students will utilize a variety of instructional technology including content-related internet websites and
videos, PowerPoint presentation slides, email, and professional development webinars.
Required Readings:
Texts:
1. Gottlieb, Margo. (2006) Assessing English Language Learners: Bridges From Language
Proficiency to Academic Achievement. Thousand Oaks CA; Corwin Press. ISBN 0-761-98889-0
2. Coombe, C., Folse, K., Hubley, N. (2007) A Practical Guide to Assessing English Language
Learners. Ann Arbor MI; University of Michigan Press. ISBN 13: 978-0-472-03201-3
Documents and reports:
1. Available at http://www.doe.mass.edu/ell/guidance_laws.html
 Massachusetts General Laws Chapter 71a
 No Child Left Behind (NCLB)
 Federal Civil Rights Law Concerning Limited English Proficient Students
 Identifying New LEP Students
2. Available at http://profiles.doe.mass.edu/state_report/amao.aspx
 Annual Measurable Achievement Objectives Reports
3. Available at http://www.wida.us/assessment/
 ACCESS Test
 WIDA ELP Standards
 WIDA Can Do Descriptors
 OnPar Sample Tests
Recommended Readings:
Abedi, J. ‘Assessment and Accommodations for ELLs’ http://www.icsac.org/jsi/2002v3i1/assessment
___ACCESS test (overview, listening/speaking items, scoring guide): www.wida.us/assessment/ACCESS
___‘Assessing Reading Comprehension with ELLs’ http://www.learnnc.org/lp/pages/ell-readcomp0708-3
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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O’Malley, J. Michael and Valdez Pierce, L. (1996) Authentic Assessment for English Language
Learners: Practical Approaches for Teachers. Reading MA; Addison-Wesley
___ Competencies That Count: Strategies for Assessing High-Performance Skills (2000) Northeast
Regional Educational Laboratory. Available from: The Education Alliance, 222 Richmond Street Suite
300, Providence RI 02903 or www.lab.brown.edu
___‘ELLs and High Stakes Tests: Overview of the Issues’: www.cal.org/resources/digest/0207coltrane.html
__‘Evaluating Student Talk in the ELD Classroom’ Available at: www.teacherwritingcenter.org/
TeacherResources.html
___‘FAQs on Assessment and Evaluation of ELLs’ Available at:
http://www.colorincolorado.org/educators/questions/assessment
Gusky, T. How Classroom Assessments Improve Learning. Educational Leadership Feb. 2003
____IDEA Oral Proficiency Test (IPT). Available at: www.ballardtighe.com/IPTOnlineInserviceTraining/IPTOral/IPTOralTests
Klingner, J. and Artiles, A. When Should Bilingual Students Be In Special Education? Educational
Leadership Oct. 2003
‘Legal Provisions Affecting ELLs With and Without Special Needs’: http://ldldproject.net/legal.html
___ONPAR Assessment for English Language Learners. Sample Test Items: Balance Item and
Buoyancy Item. WIDA Consortium and Center for Applied Linguistics. 2007:
http://www.onpar.us/sample_items.html
___‘ Organizing and Assessing in the Content Area Class’: www.everythingesl.net/inservices/judith2.php
___‘Performance-Based Assessment: Promoting Achievement for ELLs’ Also the webcast or
PowerPoint presentation. Available at: www.readingrockets.org/webcasts/ondemand/1003#links
Rothstein-Fisch, C. & Trumbull, E. Managing Diverse Classrooms: How to Build on Students’ Cultural
Strengths. ASCD. 2008. “Classroom orchestration of the assessment process” Pp. 144-163. (in class)
___Standards and Tests: Keeping Them Aligned. Research Points: Essential Information for Education
Policy Vol. 1, Issue 1 Spring 2003. Available from: www.aera.net
___Teachers Matter: Evidence from Value-Added Assessments. Research Points: Essential Information
for Education Policy Vol. 2, Issue 2 Summer 2004. Available from: www.aera.net
___‘What Teachers Need to Know, and Be Able to Do, About Standardized Tests’ Available at:
http://www.coursecrafters.com/ELL-Outlook/2006/jul_aug/ELLOutlookITIArticle3.htm
___ACCESS Test for ELLS. Overview: Essential Background, Tiers, and K-12 Sample Items. 2007.
Available at: www.wida.us/assessment/ACCESS
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Trumbull, E., Rothstein-Fisch, C., Greenfield, P. ‘Bridging Cultures in Our Schools: New Approaches
That Work.’ WestEd. 1999. http://www.wested.org/online_pubs/lcd-99-01.pdf
Articles and webinars related to assessment at the following websites:
http://www.cal.org/topics/
Center for Applied Linguistics website contains digests, articles,
and links on many topics and issues related to English language learners.
http://www.alliance.brown.edu/tdl/
The “Teaching Diverse Learners” Web site includes
culturally responsive pedagogies, sheltered English instruction, bilingual/ESL. Assessment topics:
Initial Assessment, Performance-Based Assessment, Standards-Based Assessment.
www.ncela.gwu.edu/webinars National Clearinghouse for English Language Acquisition (NCELA)
provides a quarterly online newsletter ACCELLERATE and a large archive of webinars.
http://www.colorincolorado.com
‘Colorin Colorado’ provides information, webinars, advice,
free e-newsletters for educators and Spanish-speaking families of English learners.
http://www.everythingesl.net/inservices/judith.php
Varied resources, strategies brief discussions
of instructional topics for teachers of English language learners.
http://www.iteachilearn.com/cummins/claims.html
Theoretical overview and discussion of
social and academic language, analysis of assessment issues and research findings.
Professional Licensure Standards Assessed 7.08
Standard Description
Evidence Covered in this Semester
Standard
(a)
Plans Curriculum and
Instruction
Standard
(b)
Delivers Effective
Instruction
Standard
(c)
Standard
(d)
Manages Classroom Climate
and Operation
Promotes Equity
Standard
(e)
Meets Professional
Responsibilities
Using an assessment based on the MA Frameworks and WIDA ELD
Standards, students will modify the language, format, or cultural
references to enable ELLs to demonstrate content learning.
Pre-Practicum: Students will interview an ELL and an Englishproficient student.
Pre-Practicum: Students will observe how a classroom teacher
determines if ELLs comprehend a lesson.
Pre-practicum: Students will observe a teacher’s approach to
classroom management.
Students will differentiate assessment strategies based on ELD levels.
Rationales for design choices in placement assessment for ELLs
reflects understanding of purposes and key issues in assessment,
and knowledge of linguistic and cultural factors.
Students will research and discuss test requirements, implications of
standardized testing, and appropriate accommodations for ELLs.
Students will interpret ELL test results and analyze implications for
instruction.
Students will identify alternate approaches to assessment, and modify
a content assessment to measure academic knowledge of an ELL.
Students demonstrate understanding of responsibilities as teachers
through collaboration with content teachers, reading and discussion
of federal and state laws, and required reading assignments.
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Subject Matter Standards Assessed 7.06: (9)
Standard
Assignment
Evidence Covered in this Semester
(a) 1. Language and
linguistics
Gottlieb, Ch. 3, 4
Coombe, Ch. 10
Placement test, alternate
assessments, adapted test
items.
Readings, class discussions.
Gottlieb, Ch. 1, 2
Coombe, Ch. 3, 4, 10
Alternate assessments and
adapted test items.
Placement test
Readings, class discussions.
Pre-Practicum observation.
Gottlieb, Ch. 1
Pre-Practicum language
survey, student interview
Readings, class discussions
Gottlieb, Ch. 5, 6
Coombe, Ch. Intro, 2, 5, 10
Readings, discussions on
NCLB and Ch. 71A
Placement test and rationales,
research paper, selection of
content test items for
adaptation.
Alternate/adapted assessments and placement
test reflect appropriate choices based on
understanding of language and linguistics.
Readings on Ch. 71A, civil
rights laws, and NCLB
Research paper on NCLB
Gottlieb, Ch. 5, 6
Coombe et al. Introduction
Alternate assessments and
adapted test items.
Placement test
Readings, class discussions.
Pre-Practicum observation
Class discussions and research paper
demonstrate understanding of laws and their
implications for ELL education.
Alternate and adapted assessments, placement
test, research paper, observations, interview,
survey demonstrate knowledge of instruction,
formative and summative assessments,
research, and advances in ESL.
(a)2. Language acquisition
and literacy
development
(a) 4. Socio-cultural and
socio-economic
considerations in
teaching ESL.
(a) 5. Formal and informal
English language
assessment procedures
and instruments for
ELL selection,
administration and
interpretation,
identification of bias
and normal variation in
performance as well as
possible differentiation
from learning
disabilities.
(b) 1. Federal and state laws
pertaining to the
education of ELLs.
(b) 3. Instruction,
assessments, resources,
research, and advances
in the field of ESL.
Assessments and adapted test items reflect
knowledge of 1st and 2nd language
acquisition, linguistic differences between 1st
and 2nd language, phonemic awareness, formal
and informal measures for assessing
development in reading skills and their use
with 2nd language learners.
Interviews and survey reflects understanding of
the nature and role of culture and cultural
identity in education.
Readings and discussion reflect awareness of
assessment procedures and preparation of
varied assessment instruments; administration
and interpretation, bias, normal variation, and
differentiation.
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Strategies for Assessing Student Performance and Awarding a Letter Grade:
Rubric for Class Participation
Does Not Meet
Standard
1-3
Approaches
Standard
4-6
Meets
Standard
7-9
Exceeds
Standard
10
Does Not Meet
Standard
1-3
Approaches
Standard
4-6
Meets
Standard
7-9
Exceeds
Standard
10
1. Discussion and comments show
understanding of concepts presented
in class and readings.
2. Participation in class activities
shows collaboration and respect.
3. Written assignments and other
contributions are relevant, focused,
and expressed clearly.
4. Website critiques are thorough and
connected to instruction.
Rubric for Written Assignments
1. Format follows course guidelines.
2. Information is provided in a well
organized manner.
3. Ideas are expressed clearly using
correct mechanics of writing.
4. Research bibliography includes a
minimum of 8 sources; 5 or more
are cited appropriately within the
text.
5. Discussion shows understanding of
key concepts and explains
implications for classroom
assessment of ELLs.
Grading Policy:
1. Attendance
Mandatory
2. Class Participation
10%
3. Reading assignments, Pre-Practicum observations
15%
4. PowerPoint of test item on personal background knowledge
5%
5. Critiques of 4 websites or webinars on formative assessment
10%
6. Group projects: Rubric, language cloze, content cloze
10%
7. Group presentation on court case or legislation
10%
8. 4 Reading Reaction Papers
10%
9. PowerPoint presentation on Final Project
10%
10. Final Project
20%
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Academic Integrity
Students are expected to maintain integrity in all academic work. They will not attempt to get grades by
any means other than honest academic effort. All work must be completed by individual students except
for group projects. It is not permissible to hand in the same work for different courses.
Plagiarism is the use of another’s work, thoughts, or language without giving credit. Cambridge College
students will not summarize, copy, or use the work of another person or source without proper
acknowledgement. Plagiarism is dishonest and a serious academic offense. Any breach of academic
integrity is grounds for a grade of “No Credit” in academic courses and/or dismissal from the College.
Students with Disabilities:
Cambridge College complies with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act to provide equal access to educational programs at Cambridge College. Any student
who feels s/he may need an accommodation based on the impact of learning, psychological, and/or
physical disabilities and has appropriate documentation may be eligible for accommodations. Students
should contact the Coordinator of Academic and Disability Support Services as soon as possible at
(617)873-0191 or disabilitysupport@cambridgecollege.edu.
Requests for accommodations should be made within the first week of the term so that timely and
appropriate arrangements can be made. All students are expected to fulfill essential course requirements
in order to receive a passing grade in a class, with or without reasonable accommodations.
Accommodations cannot be granted retroactively. All requests are confidential.
Online Library Services:
What are the Cambridge College library resources?
Cambridge College Online Library (CCOL) provides an extensive collection of full-text articles from
thousands of scholarly journals and 78,000+ full-text books; live reference librarian support 24/7/365;
instruction and resources for doing research in all of our subject areas, and more. It’s free and always
available. For information and instructions about Cambridge College library services and resources:
 go to http://www.cambridgecollege.edu/library/instructions.cfm
 click the link How to Use CCOL Handbook
For information about traditional library arrangements for your campus site, go to
http://www.cambridgecollege.edu/library/traditional_libraries.cfm
To enter the CCOL, you must have MyCC access
(or contact maida.tilchen@cambridgecollege.edu for temporary access.)
 Log into your MyCC portal homepage
 Click the third tab, Academics
 In the right column, click Online Library link
 This should take you directly to the CCOL Home Page.
If you cannot get to the “CCOL Home Page, you may have a firewall or browser technical
problem: contact Cambridge College Technical Support at 1-800-877-4723 x1159 or (617)
873-0159. Further info is at http://www.cambridgecollege.edu/it/
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Faculty Contact Information:
Office:
80 Prospect Street
Office Hours: 30 minutes before and after class; or by appointment
Phone:
617-873-0187
E-mail:
betsy.tregar@cambridgecollege.edu
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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CLASS AGENDA
Session I:
Sept. 22, 2012
Topics: Assessment terms and uses, cultural influences on learning, teachers of ELLs; legal
requirements; formative and summative assessment
Readings and assignments due: WIDA website (Can Dos, OnPar, ACCESS (see email)
Activities
 Review of course topics and requirements
 Assessment LINGO, Testwise Pre-test
 Principles of assessment
 Who teaches ELLs?
 Purposes of assessment
 Class unofficial action research: assessment
terminology
 Pre-Practicum Log Form
Assignments
1.Gottlieb, Chapter 1
2.Combe, Introduction
3.Administer a language survey (G. 16-18)
4.Research court case or law affecting ELLs
(http://www.doe.mass.edu/ell/guidance_laws.ht
ml or http://ldldproject.net/legal.html ) and
write Reading Reaction Paper #1, including
reflection on implicatons
5.Begin research on learning terminology
6.PowerPoint test for class on individual funds
of knowledge
Assessment: Students will clearly describe 2 key features of OnPar and ACCESS tests; accurately
explain 2 ways that teachers can use the Can Do Descriptors; and state their reasons for selecting 3 or
more principles of assessment for ELLs.
Session II: October 6, 2012
Topics: Language acquisition; academic achievement; placement of ELLs; the assessment cycle;
formative and summative assessment
Readings and assignments due:
1.Gottlieb, Chapter 1
2.Combe, Introduction
3.Reading Reaction paper #1, including reflection on its implications for education of ELLs.
4.Progress update on pre-practicum assignment
5.Class tests on individual knowledge
Activities
 Update on pre-practicum language survey
 Social and academic language proficiency
 Review Introduction, Coombe et al
 Group discussions: laws, language surveys
Assignments
1.Gottlieb, Chapter 2
2.Coombe, Chapters 2, 3
3.WIDA ELP Standards, Can Dos
4.Continued terminology research
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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 Considerations in assessing ELLs (Tier I/ II)
 Placement assessment:
 What’s Important (planning for a new ELL)
 Developing assessments to meet your needs
 Types of assessments
 Groups: individual test administration
Assessment: Students will be able to describe the nine ‘cornerstones’ of testing, and accurately analyze
the implications of neglecting them; give examples of Tier I and Tier II assessments; identify key
variables that influence the academic achievement of ELLs.
Session III: October 20
Topics: Testing techniques; importance of oral language development; effective feedback for ELLs;
differentiating assessment based on language proficiency; self-assessment
Readings and assignments due:
1.Gottlieb, Chapter 2
2.Coombe, Chapters 2, 3
3.WIDA ELP Standards, Can Dos
4.Update of class research project
Activities
Review WIDA ELP Standards
Strategies for providing feedback
Cloze test development
Assessing listening and speaking
Student self-assessment
Rubric development
Discussion of research status
Assignments
1.Construct a rubric
2.Gottlieb, Chapter 3
3.Coombe, Chapters 5-6
4.Report on student survey
5.Continued terminology research
Assessment: Students will explain the implications for ELLs of choosing various testing formats; select
an appropriate assessment technique based on analysis of the instructional objective; construct a
language cloze test and a content cloze test; construct a rubric
Session IV: November 3
Topics: Administering assessments; test taking strategies; classroom observations and student surveys;
adapting assessments
Readings and assignments due:
1.Construct a rubric to assess a sample performance task
2.Gottlieb, Chapter 3
3.Coombe, Chapters 5-6
4.Report on student survey
5.Status of terminology research
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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Activities
Groups: discuss, reflect on student surveys
Analyze ACCESS test samples
Testing language and content
Reducing the linguistic load
Tips for test-taking strategies
Simulation of test administration situation
Assignments
1.Coombe, Chapters 7-8
2.Continued terminology research
3.Complete Final Project
4. PowerPoint project overview
5. Reading Reaction papers #2-#4
Assessment: Students will discuss the implications of ACCESS testing of both language and content;
identify and compare strategies for pre-practicum assignments that supported learning; design a graphic,
mnemonic, or chant that clearly presents test-taking tips for students.
Session V: November 17
Topic: Interpreting, analyzing, reporting assessment results; using sharing and discussion of final
projects; class research project results
Readings and assignments due:
1.Coombe, Chapters 7-8
2.Final projects due
3.PowerPoint presentation based on Final Project
4.Share results of terminology research
5.Reading Reactions #2-#4
Activities
Interpreting sample test reports
Groups: sample test report (parents, principal)
PowerPoint Presentations
Project feedback and critiques+
Assignments
N/A
Assessment: Students will include appropriate information for parents and principals in test
report; analyze results of class research on learning of assessment terminology, and discuss the
implications for their instructional situation; final projects will demonstrate ability to apply new
assessment concepts to support assessment of ELL language proficiency and academic achievement.
Course Syllabus ESL630 Equitable Assessment of ESL Learners
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