Midterm Essay Guidelines and Rubric

Topic: Assessment Improvement Activities and the Bilingual Learner: In this assignment, candidates share their knowledge about assessment and bilingual students.

Note, this is a brief essay. Suggested length: 600-800 words (2 pages not including title and references);

Follow these steps:

1. Candidates will write an essay on an assigned topic;
2. Before you start, review the evaluation rubric (below). Then read through the essay prompt carefully.

Midterm Assignment:

Essay: Write a response to the following three points:

1. Based on our study thus far, identify at least 3 methods, activities or instruments teachers and other school professionals use to assess MLL/ELL students. No additional research is needed for this as this comes from our course activities. Then explain the purpose for each of the three assessments you are identifying. You can refer to an assessment idea you have developed, one you have read about or one you have observed through your fieldwork.

For teachers: assessment should focus on language skills and communicative competence. In discussing the assessments you identify, explain the purposes of assessment as they relate to MLL/ELLs and the appropriate use of the results of these assessments.

For school counselors and school psychologists: assessment will go beyond language skills. Still, try to focus your brief answer on the linguistic and cultural components of the assessments.

2. Differentiating assessments for MLL students: Think about one or two assessments, name them, then identify two different ways you could differentiate an assessment for MLL/ELL students. Be sure to identify the setting and purpose for assessing, i.e. in the social studies classroom, in the ESL classroom, students receiving services from the school counseling office or pre-referral assessment prior to classifying a student as a student with a legally defined disability.
3. Explain what it means for an assessment to be valid and reliable and free of bias. Next choose one of the assessments you discussed in #1 or #2 above, and connect your thinking about reliability, validity and avoiding bias and how the differentiated assessment you described in #2 can fit these definitions. Thus, this writing gives you the opportunity to think about an assessments you will design for your project this term.

 

Midterm Exam Evaluation Rubric

Performance Indicators & TESOL Standards	Target 3 Possible grades: A,A-	Approaches Target 2 Possible grades: A,A-, B+, B	Minimal 1 Possible grades: B, B-, C+,C, C-F	Missing/ Ungraded U Possible grades: F
1.    Demonstrate an understanding of the purposes of assessment as they relate to ELLs	Candidate demonstrates a good understanding of the purposes of assessment as they relate to ELLs and the appropriate use of results.	Candidates prepare their students appropriately for the type of assessment being used, including technology-based assessment.	Candidates demonstrate awareness that there are various purposes of assessment. (e.g., diagnostic, achievement, L1 and L2 proficiency).
2.    Demonstrate Knowledge of a variety of assessment procedures for ELLs.	Candidates discuss adapting classroom tests and alternative assessment measures to make them appropriate for ELLs for a variety of purposes.	Candidates use multiple and appropriate formative and summative assessment measures for a variety of purposes.	Candidates are aware of a variety of procedures for assessment of ELLs.
3.    Demonstrate an understanding of key indicators of good assessment instruments.	Candidates can explain why tests are valid and reliable and use knowledge in making assessment related decisions.	Candidates can partially explain why tests are valid and reliable and use knowledge in making assessment related decisions.	Candidates are aware of technical aspects of assessment.
4.    Assessment of ELLs’ language skills and communicative competence	Candidate presents at least 3 ideas for how teachers and schools assess ELLs’ language skills and communicative competence using multiple sources of information.	Candidates assess ELLs’ discrete and integrated ability to use grammar, vocabulary, listening, speaking, reading, and writing to communicate appropriately using performance-based measures.	Candidates use simple measures and limited number of sources of information to assess ELLs’ individual language skills and communicative ability.
4.    Academic Communication writing and presentation style	The writing is presented in a formal, academic style that is appropriate for professional settings; Grammar/spelling has been checked; APA style is used and writer includes references.	The essay is well written and is not missing any substantial parts. The paper may have errors in spelling, grammar, or style that interfere somewhat with effective communication.	Midterm essay needs more attention to proofreading, academic style or grammar and spelling.