Instructor: Sue Alford
Helpdesk: pchelp@graceu.edu
Designed to acquaint educators with
assessment instruments and evaluation procedures including language proficiency
testing, entry and placement procedures, theories of second language
acquisition, and selection, development, and evaluation of curriculum based on
language proficiency.
A significant amount of course content is based on the required textbooks. Textbooks are available for purchase from the university bookstore (www.graceu.edu/bookstore).
·
Reading, Writing & Learning in ESL. Suzanne F. Peregoy
and Owen F. Boyle (2001). Longman (3rd ed.)
ISBN: 0205410340
This course requires the latest versions of the software plug-ins or programs listed below. Run a system scan at the Microsoft system requirements site: https://www.microsoftelearning.com/help/systemRequirements.aspx
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Software |
Use |
Download |
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Internet Explorer |
Accessing course |
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Flash Player (SWF) |
Viewing media |
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Adobe Reader (PDF) |
Reading documents |
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Windows Media Player
(WMV) |
Viewing media |
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Microsoft Office Word
(DOC) |
Viewing, creating and
editing documents (all files are sent in .doc format) |
By the end of the course the student will be able to…
1. Identify the purposes and uses of assessment for ESL students. IST 1, 2, 6, 8, 9, ISP 1, 9, INQ 2.
2. Discuss the differences between traditional assessment and authentic assessment and how each affects learning outcomes for ESL students. IST 1, 2, 6, 8, 9, 11, ISP 5, INQ 4
3. Identify the major types of authentic assessment and designing both performance assessments and portfolio assessments. IST 1, 2, 6, 8, 9, 11, ISP 5, INQ
4. Create and use different types of assessment rubrics for reading, writing, listening, and speaking. IST 1, 2, 3, 4, 8, 9, ISP 7; INQ 4
5. Create and adapt different types of content assessments tools for use in the regular classroom. IST 8, 9, ISP 1, INQ 2, 4
6. Analyze and discuss the issue of ESL students and placement in special education. IST 5,6, INQ 4
7. Participate in classroom observations and reflect on key experiences that affect ESL students. IST 2, 3, INQ 4
8. Examine and discuss two key language proficiency tests used in ESL placement and be able to administer and score each type of test. IST 8, 9, INQ 4
9. Using the Nebraska K-12 English Language Learner Guidelines for listening, speaking, reading, and writing for grade clusters K-2, 3-5, 6-8 and 9-12, develop appropriate assessments to match the standards. IST 1, 2, 3, INQ 2, 3, 4, 5
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Lesson |
Topic |
Learning Activities |
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1 |
Course Introduction |
·
Discussion |
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2 |
Getting Acquainted with ELL
Assessment |
·
Module Questions |
|
3 |
The Context of Second Language
Evaluation |
·
Discussion ·
Quiz ·
Module Questions |
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4 |
Assessment that Informs
Classroom Instruction |
·
Discussion ·
Module Questions |
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5 |
Authentic Assessment |
·
Discussion ·
Module Questions |
|
6 |
Oral Language and Language
Acquisition Assessment |
·
Discussion ·
Module Questions |
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7 |
Reading Assessment |
·
Discussion ·
Module Questions ·
Reading Assessment
Activities |
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8 |
Assessing Second language
Writing |
·
Discussion ·
Module Questions ·
Authentic
Assessment |
|
9 |
Content Area Assessment for
English Language Learners |
·
Discussion ·
Literary
Assessment Questions ·
Authentic
Assessment Questions |
|
10 |
Making Assessment Accessible
for English Language Learners |
·
Discussion ·
Module Questions |
|
11 |
Special Education and English
Language Learners |
·
Discussion ·
Module Questions |
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12 |
Assessment Workshop |
·
Discussion ·
“Ensuring Success
in All Classrooms” |
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13 |
Assessment Literary Case Study |
·
Case Study |
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14 |
Parents and Second Language
Learners |
·
Discussion ·
Module Questions |
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15 |
Language Assessment Test
Review |
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Final Project |