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BILC/EDSL 6367 Assessing English Language Learners
COURSE DESCRIPTION
Fall 2011 Syllabus
Instructors: Dr. David Freeman and Dr. Kip Austin Hinton
STUDENT LEARNING OUTCOMES
TEXTBOOK(S)
EVALUATION/ASSESSMENT
GRADING POLICY
ABSENCES AND MAKE-UP WORK
UNIVERSITY POLICIES
Dr. Freeman
Location:
Email:
Phone:
LLIS, Education Building, Office 1.308A
[email protected]
956.882.5724
Office Hours: M 2:00-8:00
T 2:00-4:00
W 11:00-12:00
Th & F by appointment
Dr. Hinton
Location:
Email:
Phone:
LLIS, Education Building, Office 1.124
[email protected]
956.882.8979
Office Hours: T 8:00-9:00pm
W 3:15-4:15pm
Th 3:00-5:00pm
M & F by appointment
Contact Methods:
You may contact us using any of the information shown above. Please feel free to reach one
of us if you have any questions regarding the course, if you need clarification, or would like
assistance.
Students will be provided with the knowledge and skills needed to assess English language
learners in ways that are valid, reliable, and fair.
COURSE DESCRIPTION [TOP]
1. Students will demonstrate an understanding of the purposes of assessment, the
quality indicators of assessments, and the limitations of assessments including appropriate accommodations for bilingual
students and use assessment results appropriately. Candidates can use assessments to distinguish among types of students
(gifted, special needs, and ELL).
2. Students will demonstrate an understanding of and use a variety of standards-based bilingual and ESOL language
proficiency instruments to inform their instruction and understand their uses for identification, placement, and
demonstration of language growth of bilingual students in Spanish and English.
3. Students will demonstrate an understanding of and use a variety of performance-based assessment tools and techniques
to inform instruction.
STUDENT LEARNING OUTCOMES [TOP]
TEXTBOOK(S) & OTHER RESOURCES [TOP]
Required Text Books: (Include ISBN)
PreK-12 English Language Proficiency Standards TESOL ISBN 978-193118531-8
Assessing English Language Learners Gottlieb Corwin Press ISBN 0-7619-8889-0
current articles and reports posted on Blackboard
Optional/Recommended Text:
EVALUATION/ASSESSMENT [TOP]
papers – 50 (25 points each)
responses to readings 20 (4 points each)
participation - 15
final exam – 15
GRADING POLICY
A Outstanding scholarship. Performance that significantly exceeds the requirements and qualitative expectations of the
course. Superior mastery of subject matter. Initiative and self-direction leading to significant study and related activity
beyond course requirements.
B Good Scholarship. Performance that fully meets all the requirements and qualitative expectations of the Course. Solid
mastery of subject matter.
C Marginal Scholarship. Performance that meets the requirements and qualitative expectations of the course but does not
indicate solid mastery.
Attendance and Participation – You will be given credit for your in-class
participation. If you are absent or late, you won’t receive full points for participation. If you know you need to miss a
class, please e-mail one of the professors in advance so we can send handouts or other information. Even if you are
absent, assignments are due on the scheduled dates
ABSENCES AND MAKE-UP WORK [TOP]
UNIVERSITY POLICIES
Important Note:
ACADEMIC INTEGRITY
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are
subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University.
Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or
materials that are attributable in whole or in part to another person, taking an examination for another person, any act
designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the
individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.
(Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to
cheat. Your grade, academic standing and personal reputation are at stake.
ACADEMIC RESPONSIBILITIES
Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all
class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean, students
may, at any time, be dropped from courses. This may result in a “W” or “F” on the student’s permanent record.
EMERGENCY ACADEMIC CONTINUITY PLAN
In compliance with the Emergency UTB/TSC Academic Continuity Plan, academic courses, partially or entirely, will be
made available on the MyUTBTSC Blackboard course management system. This allows faculty members and students to
continue their teaching and learning via MyUTBTSC Blackboard http://myutbtsc.blackboard.com, in case the
university shuts down as a result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty members and students of their
responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course.
Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the institution, the instructor,
and fellow classmates will take place using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email address. Students may update their email
address by following the link titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of a
disaster, that disrupts normal operations, all students and faculty must make every effort to access an internet-enabled
computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in this class
should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In
accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the
Disability Services counselor. For more information, visit Disability Services in the Lightner Center, call 956-882-7374
or e-mail [email protected].
BILC/EDSL 6367 Calendar
Date
8/23
8/30
Reading Due
none
PISA 2009 Executive
Summary
Munson – “What’s Really
Needed”
9/6
TESOL Proficiency
Standards pp 11-44
9/13
TESOL Proficiency
Standards 45-100
9/20
TESOL Proficiency
Standards 101-111
9/27
Read “Current Test-Based
Incentive Programs” and
be prepared to discuss
10/4
Read McNeil “Avoidable
Loss”
10/11
Read Chapter 1-2 of
Assignment Due
Introduction to Course
Write your reaction to the
PISA report and the
Munson commentary –
this should be 1-2 pages –
comment on specific
points in the report and
the Munson article (e-mail
to professor)
*In 1-2 pages, explain how
the language proficiency
standards are organized
(See page 30-31) and
explain what performance
indicators are. (To be
posted on Blackboard)
Look through the
matrices. Focus on your
grade level. Write one
strand and bring to class
to share
Write an original plan like
the one on page 115 that
you could use with your
students. Bring to class to
share
Paper #1 draft due. Post
on Blackboard. * Respond
to two papers from your
group using guide
Be prepared to discuss
Current Test-Based article
Final draft of Paper #1
due
Read “Avoidable Loss”
Make notes of up key
ideas of the article and be
prepared to compare what
is described in the article
to what goes on in your
school or your district
Complete Appendix 2.3 on
Assessing ELLs
10/18
Read Chapter 3-4 of
Assessing ELLs
10/25
Read Chapter 5-6 of
Assessing ELLs
11/1
Read Chapter 7-9 of
Assessing ELLs
11/8
11/15
night 13
Read McSwann and
Rolstad “How Language
Proficiency Tests Mislead
Us”
11/22
No class
11/29
night 14
Review for final
p. 40 and bring to class to
share
List 3 new ideas you got
from the reading for
teaching language and
content and bring to class
for discussion
Bring notes on types and
purposes of rubrics (pp.
116-125) to class to share
List the kinds of supports
you use with students and
compare with supports
described in chapter 7.
Bring to class for
discussion.
Paper #2 draft due. Post
on Blackboard and
•respond to 2 members of
your group using guide
Final draft of paper #2
due.
Take notes on key ideas
from the article and be
prepared to discuss how
students are tested in
Spanish and English in
your school or district.
*Write a 1-2 page
response in which you
sum up key ideas from the
article. (To be posted on
Blackboard)
Read Abedi and Lord “The
Language Factor in Math
Tests”
12/6
Final exam (take home)
*Indicates response to be submitted on Blackboard. Responses are due by midnight
on Saturday to receive credit.
Paper #1
The TESOL PreK-12 English Language Proficiency Standards lists the proficiency
standards for English language learners and also shows how the standards can be
operationalized through model performance indicators. Begin by writing an
introduction that provides an overview of the sections of your paper. Then describe
the conceptual framework for the standards and the organization of the standards.
Explain what model performance indicators are and provide an original example of
a model performance indicator and how it would be differentiated for each
proficiency level. Write a conclusion to sum up your main ideas. Use subheads to
show the different sections of the paper. Use APA 6th style for your writing.
Assessment Tool
Standard 4a . The students will demonstrate an understanding of issues of
assessment. The students will demonstrate an understanding of the relationships
between the standards and assessment. The students will demonstrate an
understanding of the difference between language proficiency and other types of
assessment.
SPA Indicator
Met
Standard 4a . The
students will
demonstrate an
understanding of
issues of
assessment. The
students will
demonstrate an
understanding of
the relationships
between the
standards and
assessment. The
students will
demonstrate an
understanding of
the difference
between language
proficiency and
other types of
assessment.
In the paper, the
student
demonstrates a
thorough
understanding of
the conceptual
framework for the
TESOL standards
and the
organization of the
standards. The
student explains
clearly what model
performance
indicators are and
provides an
original example of
a model
performance
indicator and how
it would be
differentiated for
each proficiency
level. In addition,
paper is clearly
written and well
organized.
Topic/thesis is
clearly stated and
well developed; all
Met with
Weakness
In the paper, the
student
demonstrates a
partial
understanding of
the conceptual
framework for the
TESOL standards
and the
organization of the
standards. The
student explains
partially what
model
performance
indicators are and
provides an
original example of
a model
performance
indicator and how
it would be
differentiated for
each proficiency
level. Paper lacks
some elements of
organization and
clarity. Topic is
evident; some
supporting details;
Not met
In the paper, the
student
demonstrates only
a minimal
understanding of
the conceptual
framework for the
TESOL standards
and the
organization of the
standards. The
student does not
explain clearly
what model
performance
indicators are and
does not provide
an original
example of a model
performance
indicator and how
it would be
differentiated for
each proficiency
level. Topic is
poorly developed,
support is only
vague or general;
ideas are trite;
wording is unclear,
parts of the topic
are addressed;
evidence of
effective, clear
thinking and depth
of subject area
knowledge.
some unnecessary
repetitiveness is
evidenced; some
problems with
clarity of thought
and lack of focus
on the topic or
argument. Parts of
the topic are not
addressed
simplistic;
information
irrelevant to
topic/argument is
frequent; extensive
repetitiveness;
excessive lack of
focus on topic or
argument.
Paper #2 - Key Paper on Assessment for NCATE
A. Assessment Tool
Standard 4a . The students will demonstrate an understanding of issues of
assessment. The students will demonstrate an understanding of the
relationships between the standards and assessment. The students will
demonstrate an understanding of the difference between language
proficiency and other types of assessment.
Standard 4b. • The students will demonstrate the ability to choose and use a
variety of standards based bilingual or ESL proficiency instruments to
interpret students identification, placement, and language growth in Spanish
and English.
Standard 4c • The students will demonstrate the ability to choose and use a
variety of standards based bilingual or ESL language proficiency instruments
to inform instruction.
In her preface to Assessing English Language Learners: Bridges from Language
Proficiency to Academic Achievement, Gottlieb explains that educational
assessment in the U.S. is undergoing a paradigm shift that results from two
forces: (1) the increase in ELLs in the K-12 educational system, and (2) the
treatment of ELLs in research, practice, and federal legislation. The book is
organized around a series of eight bridges. Each chapter discusses one of
these bridges “that educators must cross and illustrates how theory and
practice are undergoing change.” (xi).
Write a paper in which you explain each of the bridges described in the first
eight chapters of the book. You will include the key information from each
chapter as you explain each bridge. It is not necessary to include all the
information from the chapter. Just pick out important ideas that help explain
the bridge. You can use the chapter headings as subheads for your paper. The
introduction to the paper should introduce the topic of assessment and
provide a brief overview of the paper. The body of the paper will consist of
explanations of the eight bridges. The conclusion should briefly summarize
the main points of the book. Write using APA 6th style.
B. Scoring Guide
SPA Indicator
Met
Met with
Weakness
Standard 4a . The
In the paper
In the paper
students will
students will
student show
demonstrate an
demonstrate
some
understanding of issues
an
understanding of
of assessment. The
understanding the difference
students will
that language between language
demonstrate an
proficiency
proficiency
understanding of the
assessment is measures and
relationships between
based on
assessments of
the standards and
English
academic
assessment. The students language
achievement. They
will demonstrate an
proficiency
also show limited
understanding of the
standards and understanding of
difference between
academic
the relationship
language proficiency and achievement
between
other types of
assessment is standards and
assessment.
based on
assessment. They
Standard 4b. • The
academic
describe only one
students will
content
or two
demonstrate the ability
standards.
instruments that
to choose and use a
Students will
can be used to
variety of standards
explain
identify and place
based bilingual or ESL
different
students and
proficiency instruments
instruments
measure their
to interpret students
that can be
growth. They
identification, placement, used to
make few
and language growth in
identify and
connections
Spanish and English.
place students between
and then
assessment and
Standard 4c • The
assess growth instruction.
students will
in Spanish and Paper lacks some
demonstrate the ability
English.
elements of
to choose and use a
Students will
organization and
variety of standards
also explain
clarity. Topic is
based bilingual or ESL
how results
evident; some
language proficiency
from
supporting details;
instruments to inform
assessment
some unnecessary
Not met
In the paper
students show
only limited
understanding of
the difference
between language
proficiency
measures and
assessments of
academic
achievement.
They also show
little
understanding of
the relationship
between
standards and
assessment. They
fail to list
instruments that
can be used to
identify and place
students and
measure their
growth. They fail
to make clear
connections
between
assessment and
instruction.
Topic is poorly
developed,
support is only
vague or general;
ideas are trite;
wording is
unclear,
instruction.
can inform
instruction for
bilingual and
ESL students
In addition,
paper is
clearly
written and
well
organized.
Topic/thesis
is clearly
stated and
well
developed; all
parts of the
topic are
addressed;
evidence of
effective, clear
thinking and
depth of
subject area
knowledge.
repetitiveness is
evidenced; some
problems with
clarity of thought
and lack of focus
on the topic or
argument. Parts of
the topic are not
addressed
simplistic;
information
irrelevant to
topic/argument is
frequent;
extensive
repetitiveness;
excessive lack of
focus on topic or
argument.