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Rough draft on standardized testing
Rough draft on standardized testing
Standardized testing against
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Creating assessments for ELLs are tedious, but with the appropriate resources, mainstream teachers will conquer this process by collaborating with their grade level teams, that the objectives stay consistent. In preparing students to take tests there is no need to create a different test for ELLs, but there are tangible adjustments, that include: highlighting important key terms and phrases, which will draw the students attention to the content first so that they can acknowledge the key concepts; reading test directions aloud and having students follow with their fingers, which will allow them to know how to decode the words; allowing step by step directions, which is an appropriate approach for ELLs; sharing your class notes with students; having alternate definitions and explaining vocabulary of confusing terms (Fregeau & Leier, 2008). In accommodating students in taking tests, this will allow the student to be given more time, which includes the use of electronic translators and picture dictionaries to check their vocabulary; fewer test questions that are at their level of proficiency and reading questions aloud for clarity; checking on the student that they are …show more content…
The adjustments include multiple choice to eliminate choices; discussion and essays give the students a chance to label or draw pictures; matching helps to eliminate unfamiliar language matches; short answers consist of one-word answers; true/false clarify the unfamiliar words and fill in the blank provides two to three choices. In addition, accommodating grading can be easy to focus on and allow the student to feel relief, which includes grading completed items and only half of the number of items, while accepting pictures as answers rather than word use; grade and count the process not the product and homework and labs should be included in their final assessment (Fregeau & Leier,
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
Teachers would share information and research as well as their own experiences to support and develop the grading reform. An English teacher had shared her experience on using the method of practicing and retaking for her assessments. Students who didn’t do well in a section the first time had the chance to put their practice into extra work for the second time, and the grading of that work had replaced the first. As a result, more than 65% of her students scores had increased and they were able to master the skill. This development had strengthen their grading.
I work in an elementary school as the ELL support and have seen first- hand how the program works in our school. Over a year ago many of teachers in our school deployed students by reading ability to different classrooms to receive reading instruction at their reading level. Unfortunately, the homeroom teacher was not able to know their student as a “reader”. It was especially difficult to share reading progress with parent at conferences unless the reading teacher was there at attend. Students in the classrooms worked on similar needs. Teacher used their own systems of delivery. Teachers used the anthology for teaching reading and pulled from their own sources. Some students who were deployed were apprehensive about going to another room and it...
Teaching ELL students can be a challenging role, but it is an important one. I realize how dedicated these teachers are to their students. I also realize how important the proper training is to the teacher and think I will be better prepared because of the classes I am taking. Even though teaching ELL can tough, it is a very rewarding experience. I look forward to helping the ELL students in my own classroom and can use the information from this survey to continue to support their growth.
...ell can work together to solidify the learning environment for the student in need and create a better learner as a result.
When I first read about the ESL academy, I was intrigued because I had never attended a professional development that addressed the needs of ELL students. I applied for the academy because there were no teachers in my district with ESL training or endorsements and because I saw it as an opportunity for both professional growth and professional advancement. Although I work in a district where there are very few ELL students, most of the surrounding districts have a statistically significant percentage of ELL learners. I hoped by attending the ESL academy, I would have an advantage by receiving training that will soon be essential for teachers in my district. Because of my previous training on meeting the educational needs of struggling learners and students from poverty, I expected that the ESL academy to offer more information along those same lines.
How do you ensure you don’t misplace ELL or ESL in Special Education? Ms. Zindler said “when there are concerns about ELL or ESL the high school has their own ELL department and interpreter.
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
What is pivotal in assessment is that it enhances teaching and learning; it is also the crucial link between learning outcomes, the content that is taught and learning activities. Furthermore, Sieborger (1998) states that assessment is a reciprocal process; as it is used by both learners and teachers to decide where the learners are at in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies to be contained in assessment are made up of: tasks, exercises, tests and exams, which are set and assessed by educators.
By the 1930s, the multiple-choice test was becoming a common tool to examine a student’s academic skills.By the rise of the 21st century, many tests such as SAT and ACT were put together and are used for high-level education students. Even now, these high-level tests are continuously being modified to contain improvements in the questions, and maintaining a high level of critical thinking and creativity in the
always know what these students will need to know for these tests. These teachers have to prepare to supply all the material to the students that they will ne...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
When an exam is designed well and has the sole purpose of testing the student’s knowledge on material that was presented during the semester it should expand the student’s knowledge. It should also allow both the teachers and students to see the progress and accomplishments that were achieved during the semester. Good results from exams should encourage students to continue their journey of learning. This puts a large amount of pressure on the teacher to make sure the exam is relevant to the information presented and that students are fully prepared for the exam. (Jensen)
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to