GREAT BASIN COLLEGE EDRL 475

Evaluation and Assessment in ESL Programs: Student Identification, Placement, and Progress; Program Evaluation and Development

Fall 2014 – 3 Credits

Instructor: Diann Musial (775) 727-1825 (H)(815) 761-5511 (Cell)

Course Description:

This course has two primary functions. The first is to consider practical applications of Language Acquisition Theory as they relate to informal evaluations and formal assessment of Limited English Proficient students; models for language acquisition by Jim Cummins and Stephen Krashen will be presented as a format to explore student progress and teacher practices. The class will analyze evaluation methods and assessment tools to identify, place, and qualify students relevant to Local, State, and Federal laws and guidelines, including the Leave No Child Behind requirements. The second emphasis for this course is to provide a framework of Local, State, and Federal laws and guidelines to evaluate ESL Programs.

Required Texts:

Gottlieb, Margo H. (2006).Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement.Thousand Oaks CA: Corwin Press, ISBN: 978-0-7619-8889-2

O’Malley, J. Michael and Pierce, Lorraine Valdez.(1996).Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Addison-Wesley Publishing Company ISBN:0-201-59150-0

TESOL Standards:

4.a Issues of Assessment for ESLUnderstand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.

4.b Language and Proficiency AssessmentKnow and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students

4.c Classroom-Based Assessment for ESLKnow and use a variety of performance-based assessment tools and techniques to inform instruction.

Student Outcomes:

Students will:

  1. explore the impact of cultural similarities and differences between LEP students and “mainstream” students, to include consideration of conflict between students’ hybrid cultures and parents’ home cultures.
  2. apply the five hypotheses of Krashen’s theory of second language acquisition to distinguish between “learning” and “acquisition” as they relate to instructional purposes and practices, informal evaluation, and formal assessment.
  3. recognize language production and reception characteristics, teacher expectations, and classroom practices that correspond with the stages of the Language Acquisition Process.
  4. distinguish between linguistic competence, communicative competence, and strategic competence regarding language use.
  5. demonstrate understanding of the historical evolution of federal guidelines for ESL Programs, culminating in requirements for ESL students under “Leave No Child Behind”.
  6. review Nevada State policies for meeting AYP and AMAO under “Leave No Child Behind”.
  7. learn how to evaluate a Local ESL policy for compliance with federal guidelines, including: student identification, placement, and evaluation.
  8. demonstrate understanding of Nevada State accepted educational programs for serving LEP students, and the resources, objectives, and demographics that indicate their selection.
  9. design appropriate modifications for LEP students in content area evaluations.
  10. understand Nevada’s use of the LAS LINKS test as the tool for the annual ELPA to evaluate student status and progress and to determine AMAO.
  11. understand criteria to exit students from ESL status.

Course Requirements:

Preparation: Students are expected to complete all reading assignments.

Participation: Students are expected to take part in class discussions and other learning activities.

Midterm & Final Exam: Students will have an open-book exam requiring synthesis of online discussions, assignments and text information.

Final Project:

Design a unit of instruction with an emphasis onbalanced assessment. The unit should include commentary specifying how the different types of assessments provided different contexts for student to show what they know and can do. The assessments should also relate to each of following components: Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice/Application, Lesson Delivery, and Review/Assessment.

The project will need to be submitted in written form to the assignment dropbox by the last week of class. All written work will be evaluated for clarity of thought and presentation as well as for content.

Grading:

All discussions, assignments, quizzes and tests have a maximum number of points assigned to them. Your grade will be determine by the overall percent of points you have earned throughout the course.

A = 90% or higher demonstrates a high level of understanding of the material covered and the cohesive application of theories, methods, and assessments in adapting instructional programs for ESL students.

B = 80%-89% demonstrates a good level of understanding of the material covered and the ability to apply competent application of theories, methods, and assessments in adapting instructional programs for ESL students.

C = 70-79% demonstrates a basic level of understanding of the material covered and adequate application of theories, methods, and assessments in adapting instructional programs for ESL students.

D = 60-69% does not demonstrate a minimum level of understanding of the material covered nor an adequate application of theories, methods, and assessments in adapting instructional programs for ESL students.

F = Below 60% fails to complete the midterm or the project, or submits a project that does not understand college level concepts or quality of expression.