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PRAXIS TESOL Part 3
IDEA-Formal Individual Literacy Assessments
| Question | Answer |
|---|---|
| individuals with disabilities education act (IDEA) | mandates that all children receive the highest standard of public education free from discrimination and tailored to their unique learning needs. Provides federal assistance to state and local agencies to guarantee appropriate educational services |
| americans with disabilities act | prevents discrimination in employment, public services, and accommodations based solely on an individuals disability |
| section 504 of the 1973 rehabilitation act | prohibits discrimination on the basis of disability in public and private programs that receive federal money |
| portfolios | provide students with concrete evidence of their progress towards learning goals. By reviewing work that has developed along a continuum of increasing mastery of skills and abilities, students can see their own growth over time |
| reflection logs | allow students to think about their assignments in terms of their own goals and growth process. gives them the opportunity to identify next steps, recognize areas for improvement, and determine questions that need to be asked |
| rubrics | organized charts that provide rational for an assignment and focus on a small number of specific learning objectives. criteria for each objective is described and assigned a number. provide detail on how well a student has met criteria of assignment |
| checklists | provide inventory of criteria that must be met for optimal completion of assignment. include editing guidelines, project specifications, etc |
| self and peer assessment tools | checklists, rubrics, reflection logs |
| student conferences | educators meet with students to review work&ask questions to evaluate comprehension. help gain insight on how well a student comprehends materials and assignments. misunderstandings corrected with language mods, visuals, examples, & additional explanation |
| journals or logs | educators have students keep reading logs, writing folders, or science journals to respond to learning experiences or materials. provide comprehension indicators to teachers and show where reteaching is needed |
| audio/videotaping | educators record students engaged in learning activities/ presentations in order to illustrate their ability to use a set of skills collectively and/or to highlight strengths/weaknesses that can be discussed at a later date |
| retelling/paraphrasing | educators ask a student to retell a story or paraphrase a concept in their own words to determine how well that student has comprehended the meaning or underlying idea of the material |
| guided shared or interactive reading | educator listen and note repetitions substitutions insertions omissions or self corrections as a student reads aloud |
| observational notes | educators keep brief notes of student behaviors, actions, questions, and responses from class discussions, one on one discussions, and collaborative projects |
| performance based classroom assessments | observational notes, work samples, guided shared or interactive reading, retelling/paraphrasing, audio+video taping, journals or logs, student conferences |
| standardized tests/quizzes | educators administer unit tests/quizzes that measure student understanding of taught concepts. Students receive points for accurate responses to questions, designed to ascertain how well they've comprehended the skills and knowledge covered in instruction |
| observational/interview rating scales | observational/ interview checklists, observational/interview rating scales, grades, standardized tests/quizzes |
| standardized classroom assessments | observational/ interview checklists, observational/interview rating scales, grades, standardized tests/quizzes |
| 2016 | first operational ELPA21 assessment was administered |
| 2015 | ELPA21 first field test |
| ELPA21 | English language proficiency assessment for the 21st century. goals are aligned to English language proficiency standards by council of chief state school officers |
| W-APT | diagnostic assessment used to screen english learners for proper instructional programs and placements |
| Measure of Developing English Language (MODEL) | a series of assessments that can be used by educators anywhere in the world, regardless of membership. Can be used to identify and place english learners and monitor progress towards instructional goals |
| WIDA Proficiency levels | 1- entering 2- beginning 3-developing 4-expanding 5-bridging 6-reaching |
| progress monitoring assessments | administered on a regular basis to document and monitor student language proficiency and academic growth. Assessments can be formal or informal. can help teachers determine which instructional measures are effective |
| diagnostic assessments | provide detailed information abt a students current levels of performance & help determine curriculum + instructional methods most appropriate for the students needs. Helps teacher determine skills and areas of lang development to be emphasized |
| home language surveys | short forms that are sent home as part of school enrollment packets, used by districts to determine primary languages spoken in the homes of students. determine english language ability of students for placement |
| portfolio assessment | performance based means to measure student progress over time through work samples, observational notes, student teacher reflection. Provide concrete visual markers that demonstrate academic growth, learning style, language ability |
| performance based assessment | use open ended scoring based on teacher observation, measuring student ability in a wider context that incorporates creativity, innovation, insight, collaboration, and other abilities not shown in quantitative measures |
| large scale standardized tests | used to assess student language proficiency/academic achievement across a range of state and/or national educational standards. given to large populations of students under uniform conditions and measure their performance against state/national norms |
| constructs | areas of content knowledge |
| standardized assessments | use a standard. means of scoring individuals who are responding to the same set of instructions and/or questions. measure individual ability in relation to predetermined/established scoring criteria related to particular constructs |
| cutoff points | specific scores on state selected language and achievement tests that determine when english learners no longer require english language programs and services |
| reclassification criteria | used to determine when ELs have achieved the language skills necessary to succeed in english only classrooms |
| English Language Proficiency (ELP) standards | identify target language development skills an EL is expected to meet in the context of instruction that is appropriately scaffolded for optimal learning |
| school district legally required to administer placement tests to students identified as potential ELS through home language surveys | true |
| every student succeeds act (ESSA) | continues govt effort to provide equal ed opportunity for all students w/out inflexible and punitive conditions of NCLB. states have more authority to determine accountability criteria based on challenges & needs of the student pop |
| accountability | holding districts, schools, and educators accountable for student performance |
| No Child Left Behind Act (NCLB) | provides federal funding for language instruction programs for ELs on the condition EL identified students meet same content & achievement standards as gen ed student regardless of language barriers. states submit accountability plan to the us dept of ed |
| elementary and secondary education act (ESEA) | passed in 1965. gives states the authority to provide programs for students who face obstacles to optimal learning. establishes equal educational opportunity for all students |
| woodcock munoz survey | individually administered. measures cognitive aspects of language proficiency in the form of vocab usage, verbal analogies, and letter word identification. available in spanish and English |
| idea proficiency tests (IPT) | measures oral proficiency reading and writing abilities of K-12. oral individually administered but reading and writing administered in small group. Measure vocab syntax and reading for understanding. available in spanish and English |
| bilingual syntax measure (BSM) II | used with students in 3-12 measures oral proficiency in english or spanish and must be administered individually . scores based on grammatical structures of oral responses |
| bilingual syntax measure (BSM) I | used with students in k-2 measures oral proficiency in english or spanish and must be administered individually . scores based on grammatical structures of oral responses |
| language assessment scales (LAS) | measure oral proficiency, reading, and writing abilities of k-12 kids. Oral administered individually but reading and written can be administered whole group. measures vocab, listening comp, & story retelling |
| Basic inventory of natural language(BINL) | measures oral language proficiency in 1 of 32 languages by asking students to describe a set of images. Administered individually measures proficiency based on fluency, level of language complexity & avg sentence length of student responses. Used k-12 |
| group literacy assessments | administered by one examiner to a group of students |
| individual literacy assessments | administered one to one between examiner and student |
| Formal individual literacy assessments | one on one interviews/observations using checklists rating scales evaluate performance against a set standard |
| observational/ interview checklists | educators check off skills demonstrated according to specific criteria while observing or interviewing and individual student |
Created by:
cbowle14