CI 777
Wichita State University
College of Education
Course Syllabus Outline
SPRING 2009
Department: Curriculum & Instruction
Course Number: CI 777
Title: ESOL: Assessment
Credit Hours: 3 hours
Section number: 22285
Day & Time: Thursdays, 5:30pm – 8:00pm, 157-CE
Instructor: Anh Tran, PhD
Office Address: 161 Corbin Education Center
Office Hours: Wed., Th. 8:30-9:30am & 2:30-4:00pm
And by appointments
Telephone: (316) 978-6934
Fax: (316) 978-6935
Inclement Weather: Call (316) 978-6633 (select 2) to inquire about class
cancellation due to inclement weather.
E-mail Address:
Website: http://webs.wichita.edu/?u=CI&p=/MEdCi/Program/
http://webs.wichita.edu/?u=CI&p=/TESOL/TESOL/
COE Website: http://education.wichita.edu
Catalog Description: This course will examine legal, theoretical, and practical considerations in the formal and informal assessment of ESOL/BE students. It will explore procedures for identification of language minority students and language minority students with special needs, program entry criteria and final assessment, and monitoring guidelines. Legal issues regarding the use and assessment of native language will be researched. The course will survey most common quantitative and qualitative language assessment instruments and allow students to learn testing procedures and to interpret test results. Students will be able to select assessments based on test construct validity, reliability, and practicality and to recognize test bias.
Prerequisite(s): None
Textbook(s) and Related Material(s):
Recommended:
Law, B. & Eckes, M. (1995). Assessment and ESL. Winnipeg, Canada:
Peguis Publishers.
Hurley, S. R. and Tinajero, J. V. (2001). Literary assessment of second
language learners. Needham Heights, MA: Allyn & Bacon
Major Topics:
Each guiding principle, associated with a major topic, is addressed and assessed in this course.
Major Topics /Guiding Principles from the Unit Conceptual Framework*
Professionalism and Reflection (PR) / Human Development and Diversity (HDD) / Connection of Teaching Experiences and Assessment (CTA) / Technology (T) / Content Knowledge, Pedagogical Content Knowledge, and Alignment with Standards (CKS) / Collaboration (C)Assessment is needed / X
Standardized Tests and Alternatives / X
Procedure: Placement to Exit / X
How and where to find information / X
Grading Issues and Modifying Grades / X
Collecting and Presenting Data / X
Collaboration is critical / X
* http://webs.wichita.edu/depttools/DeptToolsMemberFiles/coedean/revisedCF_2_24_03.pdf
Technology Expectations: Microsoft for Word Processing, Power Point for presentations, and Online Search for course-related materials are expected to be used.
Learner Outcomes: (assessment, guiding principles, guiding program document, professional standards)
Course OutcomesThe student will: / Related Assessment / Guiding Principles Unit Conceptual Framework
(PR, HDD, CTA, T, CKS, C) / ** Professional Standards (KSDE, ASHA, NASP)
Demonstrate knowledge of legal and ethical considerations in language testing. / Online Research
Final Assessment / PR, CTA / S4-K4
Demonstrate the ability to develop a performance assessment for ESL students deriving from a standards-based approach. / Online Research
Final Assessment / PR, CTA / S6-K1
Demonstrate the ability to develop a performance assessment for ESL students deriving from a standards-based approach / Online Research
Final Assessment / PR, CTA / S6-K2
Demonstrate the ability to interpret the results of these assessment procedures for programmatic use as well as for interpretation to the stakeholders (i.e., parents, other teachers, and the public) / Online Research
Final Assessment / HDD / S6-K3
Demonstrate knowledge of the nature and principles of language assessment and desirable qualities of testes (validity, reliability, practicality, and beneficial backwash). / Online Research
Final Assessment / CTA / S6-K4
Demonstrate a basic knowledge of language proficiency levels in children and adults. / Online Research
Final Assessment / HDD / S10-K1
Demonstrate knowledge of how to use interpreters in language assessment. / Online Research
Final Assessment / CKS / S10-K2
Demonstrate knowledge of how to limit bias in the assessment of bilingual students / Online Research
Final Assessment / HDD / S10-K3
Demonstrate the ability to select appropriate assessment procedures for use in the setting / Online Research
Final Assessment / CKS / S10-K4
Demonstrate knowledge of a variety of quantitative assessment instruments and procedures as well as their theoretical function and practical application / Online Research
Final Assessment / CTA
CKS / S10-K5
Demonstrate and provide a rationale for a variety of procedures for identification of language-minority students. / Online Research
Final Assessment / CTA / S10-K6
Demonstrate knowledge of a variety of qualitative assessment procedures (portfolios, observation profiles, home-language surveys, acculturation measures) as they can be applied to ESL/BE populations. / Online Research
Final Assessment / CTA
CKS
C / S10-K7
Standard #6: The teacher of English for speakers of other languages understands and uses formal and informal first- and second-language assessment techniques to evaluate the progress of English language learners, including knowledge and use of assessment tools to determine program placement, exit criteria, and participation in state assessments.
Knowledge:
1. The teacher understands the characteristics, uses, advantages, and limitations of formal and informal first- and second-language assessment instruments and techniques.
2. The teacher understands item and test construction methods appropriate to the learning needs of English language learners including a thorough knowledge of second-language assessment.
3. The teacher knows how to administer, interpret, and explain the results of standardized tests to English language learners and their parents.
4. The teacher understands measurement theory and assessment-related issues such as validity, reliability, language and culture bias, scoring concerns, and accommodations for state assessments.
Standard #10: The teacher of English for speakers of other languages understands and uses a broad range of literacy methodologies, programs, and assessment tools for English language learners and acknowledges the important role of family literacy in second language acquisition.
Knowledge:
1. The teacher understands literacy acquisition and development in English language learners.
2. The teacher knows a variety of resources for current research-based methods and best practices for teaching literacy.
3. The teacher understands the progression and sequence of literacy instruction for both literate and non-literate students at all grade levels.
4. The teacher understands individual and group literacy assessment tools and programs.
5. The teacher understands the process of benchmarking and appropriate application in literacy to measure achievement gains.
6. The teacher understands that families engage in literacy for multiple purposes in their daily lives.
7. The teacher understands and appreciates literacy practices that represent the diverse cultures of students while holding high expectations for students’ literacy learning.
SPRING 2009
TENTATIVE COURSE SCHEDULE
CI 777. Thursdays, 5:30 – 8:00 pm. Room 157 CE
WEEKS & DAYS / TOPIC / ASSIGNMENTSDUE
WEEK 1.
1-22 / Introduction & Syllabus
WEEK 2.
1-29 / Write a bio
Save it in Word
Format File name: LastNameFirstName_Bio272.doc
Ex. TranAnh_Bio272.doc
Send file as an attachment to
Hoc Nguyen <
And
Cc: Dr. Tran <>
-Handout / Not meeting in the class Due Bios
WEEK 3.
2-5 / Computer lab
HLS & ESOL service Placement
Discuss “Assessment & Evaluation for ELLs”
WEEK 4.
2-12 / Explain Online Research
“Responding to a Court-Imposed Consent Decree: A look at Initial Placement and Assessment”
WEEK 5.
2-19 / Online Research / Independent study
Not meeting in the class
WEEK 6.
2-26 / Global Learning Project: Email #1
“How Does a Classroom Teacher Assess and Evaluate an English Learner?”
WEEK 7.
3-5 / Global Learning Project: Email #2
“ESOL Students and Standardized Tests”
WEEK 8.
3-12 / Global Learning Project: Email #3
“Why Alternative Assessment for English Language Learners?
WEEK 9.
3-19 / SPRING BREAK / NO CLASS
WEEK 10.
3-26 / Global Learning Project: Email #4
Preparation: Making connection interview, & data collection for FINAL / Independent Study
WEEK 11.
4-2 / Online Research Findings / Oral Presentation 1
WEEK 12.
4-9 / Online Research Findings / Oral Presentation 2
WEEK 13.
4-16 / Global Learning Project Evaluation
(Fill out Form)
WEEK 14.
4-23 / Try Skype.com videoconference that you have tried with Vietnamese Pen Pals (Bonus: 10 points)
(Fill out Form)
WEEK 15.
4-30 / Curriculum Wrap up
WEEK 16.
5-7 / Evaluation Report on an ESOL Program
WEEK 17.
5-14 / FINAL:
Evaluation Report on an ESOL Program / FINAL
Oral Presentation
NOTES: Videos will be shown if time allows.
ASSIGNMENTS:
All assignments must follow established guidelines. Guidelines will be provided for all assignments. Assignments will not be accepted after the due date, except in the case of an emergency. All due assignments are turned in at the beginning of the class session. No late work is accepted. All assignments must be Word-processed.
Grading:
Online Research 60 points
Standardized-test instruments
Dispositions (3 tardies equal 1 absence) 25
Global Learning Project: Emails 4 @ 10 pts 40
Reflection on the project Global Learning Assessment of ELLs’ 50
KELPA: An individual perspective (Conducting an interview) 25
FINAL (Project: Writing an Evaluation Report on an ESOL Program) 100
______
TOTAL POINTS 300
GRADUATE STUDENTS (Only)
Graduate students are required to give an oral presentation on online research topics.
CLASS POLICY
· Assignments should be typed (APA, 5th ed, is the standard style manual for the college of education).
· Students must retain a personal copy of projects turned in to protect against loss.
· Turn-in assignments due at the beginning of the class session on the due date.
· No make-up work is accepted.
· No late work is accepted.
· All assigned chapters should be read prior to the class session in order to prepare for classroom discussions and related activities.
· If you anticipate 3 absences, consider taking this course some other time.
Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University. (WSU Student Code of Conduct)
Special Needs: ADA: If you have a physical, perceptual, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, contact the Office of Disability Services (DS), Grace Wilkie Annex, room 173. (Voice/TDD 978-3309). ODS will review your concerns, confirm your disability, and determine, with you, what accommodations are necessary. All information and documentation of your disability is confidential and will not be released by DS without your written permission.
Licensure Assessments:Both the state of Kansas and national accreditation requires that university
programs for the preparation of teachers and other school personnel be
performance-based. In particular, this requires that students not only pass
required courses/attain certain GPAs, but also receive satisfactory ratings
on certain required assessments, many of those embedded within program
coursework.
Students failing to attain a satisfactory rating on a required assessment
may be provided special assistance. The university is not able, however, to
recommend individuals for licensure who fail to attain a satisfactory rating
on required assessments, even though they may receive an acceptable course
grade or exceed minimum GPAs.
BIOGRAPHY
My name:
My email:
My telephone:
My age? (Place a check mark in appropriate answer)
___ Under 18
___ 18-22
___ 23-26
___ 27-30
___ Over 30
My school name:
My major:
I am a: (Place a check mark in appropriate answer)
___ High School student. Grade: ___ 12, ___ 11, ___ 10, ___ 9.
___ Freshman
___ Sophomore
___ Junior
___ Senior
___ Other: ______
My hobbies:
My future academic plan:
My plan after high school/college graduation:
My family (brief introduction):
Other:
EVALUATION
Global Learning Project - Emails
NAME: ______DATE: ______
MyWSU ID: ______
CI 777 Spring 2009
GLOBAL LEARNING PROJECT
(For Emails only)
Review your Vietnamese pen pals’ replied emails that you have been corresponding with them, and answer ALL of the following statements in details. Explanations with examples will be helpful as evidences. Use as much space as needed.
Copy and paste your dated emails and your pen pals’ replied emails to the bottom of the answer #5.
Turn your answers (including pasted emails as 1 file) into Digital Drop Box by or on the due date, 5:00pm. Please use the following format for your filename:
LastNameFirst_ 777 GLFinal
Example:SmithsAnn_777 GLFinal
(Otherwise, subtract 10 points)
1. Non-English students’ writing grogress:
Identify more than 3 areas of the student’s progress (length of the emails, grammar, vocabulary use, relevance to the discussed topic/theme, if any, etc)
(Did they gradually write longer emails, less grammatical errors, etc.)?
2. Cultural and Linguistic Comparison:
Describe similarities and differences in culture and linguistics
For example: Americans use either pronoun or noun, Vietnamese students use both: Mr. Smith my teacher is an American.
3. Teacher Awareness:
Explains 4 essential aspects to be mindful about in assessing English Language learners when you become a teacher.
For example: Your Vietnamese pen pals did not have the concept of the past tense of the verb use: I go to a movie last weekend.
4. Did the global learning project help you gain a new perspective of another culture? Please explain.
5. Overall experiences about this Global Project?
10