- Reading material
Brown, H. D. 2010. Assessing listening, pp. 156-182.
Brown, H.D. 2010. Assessing speaking, pp. 183-223.
Hurley, S. R. & Blake, S. 2001. Assessment in the content areas for students acquiring English, in Hurley & Villamil Tinajero, pp. 84-103.
*Gottlieb, M. 2006. Assessing academic language proficiency and academic achievement, pp. 63-84.
a. Many ESOL students have been misdiagnosed with learning difficulties. To learn more about this, visit the site provided below by clicking on the link. Read the article titled “Preventing Inappropriate Referrals of Language Minority Students” (Garcia & Ortiz, 1998).
In your journal for this module, describe some of the factors contributing to the misplacement of ESOL students into special education programs? What role does standardized testing play on this problem? How can this be corrected? What can teachers do to help? Do you feel this is an area where you can intervene as an ‘advocate’ for ELL’s? Why/ why not? How is the use of standardized testing pertinent to this matter? What other issues/ concerns can you identify regarding ELL’s and standardized instruments? Did this article provide any worthwhile suggestions? What would you say are TWO (2) major considerations in regards to ‘standards-based assessments’? Why is this a crucial consideration for all practicing or prospective teachers?
In the chapter on ‘listening’, the author shares some concerns about assessing the same. What are some of these? What are some considerations to have in mind when assessing listening abilities in a 2L? How do you feel about ‘dictation’ in 2L assessment? Can you identify a couple +’s or –‘s?
Follow the link below to read an article on assessment of young English Language Learners. Skim the content to find and read section #3 on ‘Characteristics of assessments used to improve instruction.’ Can you identify any common threads or ideas between this text and the ones assigned as part of the module on assessing listening and speaking? Identify one suggestion you could implement in your own classroom. Please elaborate.
Screening and assessment of young English-language learners
Skim down to section #3 on Characteristics of assessments used to improve instruction.
b. Make a list of five (5) new terms you learned from your readings. Write about two sentences defining each of these terms/ concepts.
c. Read the assigned chapter from Assessing English language learners. Take time to write a reaction/ reflection to what the author says. What are some of the major concepts presented? Anything that was of particular interest to you? How so? What do you think about some of these ideas? Do you agree/ disagree with what the author states? Why? Elaborated briefly on your response. Could you identify any connections to what the authors in the other texts are saying? Any inferences or conclusions that you can draw based on your reading of this chapter?
- Discussion Question
a) Share a reaction to the chapter on ‘listening.’ For instance, what did you think about the lists of things making listening difficult on page 164? How can these be taken into account in preparing sound assessment tools? After reading the author’s discussion on ‘dictation,’ how and when would you opt to use this assessment type?
Consider the TESOL language proficiency standards (click on the ‘Standards’ link on the Homepage). Identify any two standards that address listening and briefly discuss what these entail. Can you think of one way to assess student performance in terms of one (1) of these? Explain. Go to Maryland’s Voluntary School Curriculum (section for English Language Proficiency) at http://www.mdk12.org/instruction/curriculum/elp/index.html Consider the listening standards for grades PreK-5 or 6-12 (your choice). From the chart for any grade level, select one (1) performance indicator. What can you conclude as to what should be the emphasis for assessment of listening skills of ESL learners at the intermediate level? Can you think of an example as to how to go about assessing student performance in this indicator?
Comment on what you found most revealing in the article on ‘assessing speaking’. Can you offer any suggestions as to how to best address this area in terms of either a macro- or microskill (one of your choice)? Go back to the Maryland’s Voluntary Curriculum and look at the speaking standards for one grade level. What can you conclude as to what should be the emphasis for assessment of speaking skills of ESL learners at the beginning level? Can you think of an example as to how to go about assessing student performance in one indicator?
b) After reading the Hurley and Blake article, would you agree that expository text (content area reading and technical writing) is typically more difficult for ESL students than reading and writing narrative text? Why? What would you say is the most revealing thing you gained from reading about Mr. Tran? Explain. Why do the authors note that “comprehension is a continuous process (P. 88)? Can instructional activities provide for both increasing comprehension and providing assessment information? How so? Can you think of an example? In terms of instruction, why is it important to engage students in pre-, during-, and post-reading activities? Of the ‘Guiding Principles of Assessment,’ which would you place at the top of the list as most important? Explain your choice.