Assessment 1: Data from licensure assessment/professional examinations of content
knowledge
1. A brief description of the assessment and its use in the program (one sentence may be
sufficient)
The New York State Teacher Certification Exam Content Specialty Test (CST) consists
of multiple-choice questions and a written assignment. The test measures knowledge and
skills in the content areas related to Teaching English to Speakers of Other Languages
(TESOL). It tests candidates on three areas: foundations of TESOL instruction;
developing English language proficiency across the curriculum; and TESOL programs.
The assessment ensures that candidates meet New York State regulations for educations
of TESOL may therefore be recommended for state certification.
2. A description of how this assessment specifically aligns with the standards it is cited for
in Section III
As a comprehensive, State-mandated certifying exam, Assessment 1 requires teacher
candidates to exhibit knowledge of all TESOL domains in Section 3 of this Report.
The exam aligns with TESOL Domain 1 Language by requiring candidates to demonstrate
their content knowledge by answering questions about basic linguistic concepts and their
applications to ESOL instruction; basic sociolinguistic concepts related to ESOL
instruction; the process of language acquisition; and factors that may influence English
language learners’ development of English (TESOL standards 1a and 1b).
The exam aligns with TESOL Domain 2 Culture by requiring candidates to demonstrate
their content knowledge by answering questions about approaches to instruction that are
appropriate to the diversity of the English language learner population and that meet
various student needs; and methods of relating ESOL instruction to students’ lives
outside the classroom (TESOL standards 2a and 2b).
The exam aligns with TESOL Domain 3 Planning, Implementing and Managing
Instruction by requiring candidates to demonstrate content knowledge by answering
questions about applying basic linguistic and sociolinguistic concepts to ESOL
instruction; instructional approaches, methods, and techniques in second-language
acquisition and learning; techniques for developing English language learners’ listening
proficiency, their speaking skills, their reading proficiency, and their writing skills;
selection, adaptation, and use of materials and resources for various instruction purposes
in the TESOL classroom; and approaches to facilitating content-area learning for English
language learners (TESOL Standards 3a, 3b, 3c).
The exam aligns with TESOL Domain 4 Assessment by requiring candidates to
demonstrate content knowledge by answering questions about the process of language
acquisition; instructional approaches, methods, and techniques in second-language
acquisition and learning; factors that may influence English language learners’
development of English; methods and techniques for assessing students’ progress in
developing English communication skills; techniques for assessing English language
learners’ listening proficiency, their speaking skills (Standards 4a, 4b, 4c).
The exam aligns with TESOL Domain 5 Professionalism by requiring candidates to
demonstrate content knowledge by answering questions about historical, legal, and
administrative aspects of programs serving English language learners (Standard 5a).
3. A brief analysis of the data findings
The data in section 5c show student performance scores for three academic years. Overall,
there were scores for 37 candidates: 6 graduated in 2004-2005, 13 graduated in 2005-2006,
and 18 graduated in 2006-2007. The overall trend shows 100% of the candidates
performing at or above standard on the Total Scored for Content Area. In looking at the
test by section, it is appears that the writing component has been minimally problematic,
with one candidate per year scoring below standard on this section. Not having the actual
explanation for the candidates’ test scores, however, it is difficult to know if this is the
result of lack of knowledge of the content area, inappropriate written form, or a
combination of both. Given that these students scored at or above standard on the other
sections, the most likely cause is writing ability, something that we need to continue
monitoring as we collect candidates’ course performance data. In an effort to address the
writing needs of any candidate who does not pass the Liberal Arts & Sciences Test
(LAST), we have recently developed a new course, Reading and Writing Workshop for
Teachers, a course that has been designed to help any candidate accepted into one of our
programs (not just TESOL) improve their academic reading and writing skills, and thus, to
pass the LAST as well.
While candidates are required to take the New York State Content Specialty Test and pass
the exam for certification, the program has only monitored pass/fail status for the entire test
and has not required candidates to report their scores for the individual sections of the test.
Compared to the number of candidates graduating at the end of the 05-06 and 06-07
academic years, the total number of candidates reporting their numbers is low. Because of
this, we are seeking ways to increase the number of candidates who report their scores.
4. An interpretation of how that data provides evidence for meeting standards
The data shown in section 5c affirms that the candidates met the standards. One hundred
percent of the candidates (37 out of 37) performed at or above standard on the Total Score
for this test.
5. Attachment of assessment documentation, including1:
(a) the assessment tool or description of the assignment;
The New York State Teacher Certification Exam in English to Speakers of Other
Languages (ESOL) tests candidates in three areas to assess proficiency in the following
subjects:
Area 1-Foundations of ESOL Instruction includes 21 to 30 multiple choice questions and
assesses candidates’ understanding of basic linguistic concepts and their applications to
ESOL instruction; basic sociolinguistic concepts related to ESOL instruction; the process
1
All three components of the assessment – as identified in 5a-c – must be attached, with the following
exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data,
and (b) for some assessments, data may not yet be available.
of language acquisition; instructional approaches, methods, and techniques in secondlanguage acquisition and learning; factors that may influence English language learners’
development of English; methods and techniques for assessing students’ progress in
developing English communication skills
Area 2-Developing English Language Proficiency Across the Curriculum includes 21 to
30 multiple choice questions and a written component that assesses candidates’
understanding of methods and techniques for developing and assessing English language
learners’ listening proficiency, their speaking skills, their reading proficiency, and their
writing skills; selection, adaptation, and use of materials for various instruction purposes
in the TESOL classroom; and approaches to facilitating content-area learning for English
language learners.
Area 3-The ESOL Program includes 21 to 30 multiple choice questions and assesses
candidates’ understanding of historical, legal, administrative aspects of programs serving
English language learners; approaches to instruction that are appropriate to the diversity
of the English language learner population and that meet various student needs; planning
and management of TESOL instruction in a variety of settings; methods of relating ESOL
instruction to students’ lives outside the classroom.
(b) the scoring guide for the assessment
Each section of the test is scored on a scale from 100 to 300. The total test score is also
reported on a scale from100 to 300 and is based on performance on all of the test sections.
An examinee’s multiple choice score and written component score are combined to obtain
the total test score. A score of 220 represents the minimum passing score for each test. An
examinee with a total test score of 220 or above passes the test.
(c) candidate data derived from the assessment.
Key Assessment 1
Format of
Data
Academic
Year
Candidate Performance Ratings
Below
Standard
(100-219)
At
Standard
(220-269)
Above
Standard
(270-300)
Grand
Total
Area 1-Foundations of ESOL Instruction
Area 1-Foundations of ESOL Instruction
Number
Percentage
2004-2005
2004-2005
0
0%
5
83%
1
17%
6
100%
Area 2-Developing English Language
Proficiency Across the Curriculum
Number
2004-2005
0
2
4
6
Area 2-Developing English Language
Proficiency Across the Curriculum
Percentage
2004-2005
0%
33%
67%
100%
Number
Percentage
2004-2005
2004-2005
0
0%
6
100%
0
0%
6
100%
Number
2004-2005
1
3
2
6
Percentage
2004-2005
17%
50%
33%
100%
Number
Percentage
2004-2005
2004-2005
0
0%
5
83%
1
17%
6
100%
Area 3-The ESOL Program
Area 3-The ESOL Program
Developing English Language
Proficiency Across the Curriculum
(written component)
Developing English Language
Proficiency Across the Curriculum
(written component)
Total Scaled Score for Content Areas
Total Scaled Score for Content Areas
Key Assessment 1
Format of
Data
Academic
Year
Candidate Performance Ratings
Below
Standard
(100-219)
At
Standard
(220-269)
Above
Standard
(270-300)
Grand
Total
Area 1-Foundations of ESOL Instruction
Area 1-Foundations of ESOL Instruction
Number
Percentage
2005-2006
2005-2006
0
0%
7
54%
6
46%
13
100%
Area 2-Developing English Language
Proficiency Across the Curriculum
Number
2005-2006
0
6
7
13
Area 2-Developing English Language
Proficiency Across the Curriculum
Percentage
2005-2006
0%
46%
54%
100%
Number
Percentage
2005-2006
2005-2006
0
0%
12
92%
1
8%
13
100%
Number
2005-2006
1
6
6
13
Percentage
2005-2006
8%
46%
46%
100%
Number
Percentage
2005-2006
2005-2006
0
0%
7
54%
6
46%
13
100%
Area 3-The ESOL Program
Area 3-The ESOL Program
Developing English Language
Proficiency Across the Curriculum
(written component)
Developing English Language
Proficiency Across the Curriculum
(written component)
Total Scaled Score for Content Areas
Total Scaled Score for Content Areas
Key Assessment 1
Format of
Data
Academic
Year
Candidate Performance Ratings
Below
Standard
(100-219)
At
Standard
(220-269)
Above
Standard
(270-300)
Grand
Total
Area 1-Foundations of ESOL Instruction
Area 1-Foundations of ESOL Instruction
Number
Percentage
2006-2007
2006-2007
0
0%
10
56%
8
44%
18
100%
Area 2-Developing English Language
Proficiency Across the Curriculum
Number
2006-2007
0
9
9
18
Area 2-Developing English Language
Proficiency Across the Curriculum
Percentage
2006-2007
0%
50%
50%
100%
Number
Percentage
2006-2007
2006-2007
2
11%
12
67%
4
22%
18
100%
Number
2006-2007
1
7
10
18
Percentage
2006-2007
6%
39%
56%
100%
Number
Percentage
2006-2007
2006-2007
0
0%
12
67%
6
33%
18
100%
Area 3-The ESOL Program
Area 3-The ESOL Program
Developing English Language
Proficiency Across the Curriculum
(written component)
Developing English Language
Proficiency Across the Curriculum
(written component)
Total Scaled Score for Content Areas
Total Scaled Score for Content Areas