Classroom Application: Rubric Grading Scenarios

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來自 Arizona State University 的課程

Assessing Achievement with the ELL in Mind

64 個評分

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Arizona State University

Assessing Achievement with the ELL in Mind

64 個評分

課程 2（共 4 門，Specialization ELL（英语语言学习者）的课堂教学：授课教师的工具箱系列）

In this course, you will learn how to design assessments around the needs of your ELL students and their language level. You will learn how to incorporate language and content requirements for both formative and summative assessment types. You will learn to assess your ELL students through the use of project and task-based assignments. You will learn to use and modify rubrics to align to and measure student achievement of your language and content learning objectives. The course will also briefly cover strategies for supporting ELL students during standardized testing. Upon completing this course, you will be able to: * Conceptualize theories of authentic assessment as they apply to second language learners * Design formative assessment types incorporating language and content objectives * Design summative assessment types incorporating language and content objectives * Incorporate project and task-based assignments as assessment tools for ELLs * Design rubrics that align to language and content objectives for your ELL(s) * Apply the use of rubrics, both language and content, to the work of your ELL(s). * Support your ELL(s) as they participate in standardized testing

從本節課中

Alternative Assessments with the ELL in Mind

Welcome to week 3 of the course! This module will give you an opportunity to take a look at some of the ways that you can create and modify the assessments you use in your class. By the end of this module, you will be able to: use alternative assessment formats to best assess your ELL, create modified assessments to allow for content assessment of ELLs at any language level, use visual assessments for basic-level ELLs, apply a variety of support strategies for assessment, and assign appropriate grades for modified assessment. Let's get started!

Differentiated Scoring4:50

Classroom Application: Rubric Grading Scenarios4:28

與講師見面

Claire McLaughlin
Senior International Educator
Arizona State University
Ellen Manos
Senior International Educator
Arizona State University

[MUSIC]

Hi and welcome back to assessing achievement with the ELL in mind.

In this classroom application you will be provided with three classroom scenarios

on assessment accommodations and modifications, and

participate in the end video quizzes.

These are for your practice only and will not be graded.

Let's get started.

Scenario number one.

You are a seventh grade math teacher.

Using an observational checklist you have noted that your ELL student is capable

of successfully completing the following process for solving a problem.

Making estimations, seeking a solution, and checking work.

However, when you gave a word problem quick on a concept,

your ELL only scored one out of five.

You are preparing to write an end of the unit exam.

Consider the modifications, or accommodations, for

this particular low-intermediate ELL.

Appropriate accommodations for a low-intermediate student would be number

one, simplifying the language in the word problems and make use of familiar context.

Two, providing visuals to support the word problems.

Three, reading aloud the word problems to the ELL.

And four, requiring the ELL to demonstrate understanding of the concept in

non-word problems only.

Scenario number two, you are a tenth grade biology teacher.

You have just finished a series of lessons on inheritance patterns.

To check for understanding you assign an authentic task in which the students

are to construct their own pedigree for a trait that runs in their family.

They must include at least three generations.

Then they will write a half to one page analysis of this trait.

Consider possible ways to better support your basic ELL student display

his accurate knowledge of this concept.

Appropriate accommodations for a basic student would be number one,

provide descriptions of family members, or pictures with short descriptions.

Students may not have access to their extended family members if they were

abruptly moved.

This is good accommodation for

any student who may not have accessibility to extended family, not just ELLs.

Number two, providing a writing frame for the analysis.

And number three, accepting short phrases or sentences for the analysis.

And finally, scenario number three.

You are an eighth grade language arts teacher.

You have just started reading the novel, The Hobbit.

While you began reading the first chapter in class, you assigned chapter two for

homework, and told students to be prepared for a quiz during the next class period.

The quiz requires students to match the name of the character to his or

her description.

While reading in class,

you used informal questioning techniques to determine comprehension.

While it seemed like your advanced ELL was following along pretty well, you wanna

make sure that the quiz appropriately assesses her understanding of the content.

What should you consider for this particular assessment?

Appropriate considerations for

an advanced ELL student could be number one, informally and privately,

chatting with the student about her comfort level with the text.

Number two using a plenary activity at the beginning of class to make sure that

everyone is at the same level of understanding.

And number three if names are unfamiliar help students categorize them with

a picture or a stick figure.

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