Assessments

Types of Assessments:

• Rubrics 
• Standardized Assessments
• Multiple Choice Assessments 
• Informal Assessments 
• Performance- Based Assessments 
• Check Lists 
• Portfolios
• Multimedia Formats
• Video Creations
• Graphic Organizers
• Observations
• Exhibitions
• Demonstrations
• Journals
• Self-assessments
• Discussions 

Questions to Consider When Determining the Appropriateness of an Assessment 

(Guiding Assessment Principle- Hurley & Blake 2000) 

1. Does the assessment help teachers make instructional decisions? 
2. Does the assessments help teachers find out what students know and can do (Not what students cannot do)? 
3. Is the holistic context for learning considered and assessed?
4. Does the assessment grow out of an authentic learning activity?
5. Is the assessment is longitudinal (on going and takes place over time)?
6. Does each assessment item have a specific objective ( or purpose)? 
7. Is the assessment based on state standards or aligned to state standards?

Instruction and Assessment 

It is important to know if students’, school staffs’, and parents’ efforts toward functional life skills, state standards, and language acquisition are effective. The only way to know if teaching methods are effective and progress is being made, is through frequent and on going assessments. Assessments can come in all forms. Standardized assessments and multiple choice formats historically have been the most common, but informal assessments such as performance-based assessments, rubrics, check lists, and portfolio assessments have proven to be extremely beneficial educational tools especially for ELLs. Informal assessments tend to be a better representation of what ELLs know compared to the use of standardized test. Standardized tests present issues such as language barriers, translation errors, cultural barriers, and unfamiliar formatting (ACE, 2014). Frequent informal assessments, allow for early identification of where students struggle and allow educators to make adaptations and modifications to their instruction immediately. Without frequent assessments a struggling student may go unrecognized and fall behind. Also as personal commitment to diversity and unity, students and parents should be informed or help create expectations so they can be apart of the goal setting and achievement process. Frequent on going informal assessments promotes student achievement by allowing students to take ownership of their learning and become more self-aware and self-directed learners.

High Stakes Assessments/Multiple Choice Assessments v.s. Formative Assessments
Many high stakes assessments: contain biases, lack appropriate norms, contain stereotypes, prejudice, acculturation, and language barriers causing ELLs to score below their native English speaking peers (ACE, 2014). Research also shows that multiple choice assessments are not the best representation of a student’s full understanding and language proficiency. Phyllis Tashlik tells explains when school systems focus all their attention on standardized tests, “We run the risk of valuing what we measure (rather than) measuring what we value” (p.55, 2010). Formative assessments often paint a more accurate and full picture of a students’ language and content knowledge (Buxton, Allexsaht-Snider, Suriel, Kayumova, Choi, Bouton, & Baker, 2013). Teachers should use formative assessments such as: portfolios, hands on projects/experiments, written work, pictures, graphic organizers, and rubrics to assess and track progress of my ELL students. Teachers should learn about their students and their cultures so they can better create valid unbiased assessments. For the assessments teachers don’t have control over making, they should help increase their students vocabulary and related content knowledge by connecting past experiences with new content. 

The development of evaluation framework for ESL students will help determine if current instructional methods are effective. In order to gain accurate data of students’ progress, teachers need to assess in multiply ways and on a frequent basis. Developing an assessment framework will also help ensure validity and reliability of assessments. Groups of teachers should work together to come up with assessment criteria. The teachers should then practice grading the same student work to ensure they are consistent on how they are evaluating student work (Buxton, Allexsaht-Snider, Suriel, Kayumova, Choi, Bouton, & Baker, 2013). Once authentic unbiased assessments are made then accurate comparisons between different subgroups of students can be made.

Use a Verity of Assessments

Using of a verity of assessments give a more accurate picture of what a student knows, different assessments also sends the message to my students, that their expressive skills: writing, verbal communication, and kinesthetic abilities are valued. By teaching through multiple means of representation and assessing in multiple ways one can ensure students are developing a more full and in-depth understanding of the content.

Aligning English Proficiency Tests with Content/State Standards 

Students are required to take an English language proficiency tests every year to determine what ESL supports they need and to predict their academic success on assessments written in English (Illinois State Board of Education, 2012). If English language proficiency assessments and standards are not aligned with academic content standards, than the English proficiency tests will be a waste of time for they won’t accurately predict a student’s success in classes instructed in English. In addition, if an ELL program wants to prepare its students to do well academically, they need to make sure they are teaching the language skills and vocabulary used in those academic classes. This is why it is essential that academic content standards align with the English language proficiency standards.

As part of the language proficiency standards, students are expected to write about, talk about, read about, and understand verbal communication related to each of the different subject areas (language arts, math, science, and social studies). Teachers should create projects, activities, and assessments that align to the Next Generation Science Standards and require students to express their ideas and understanding of concepts through: reading, writing, speaking, and listening. This multiple means of representation and expression, allows students to work on both academic knowledge and their English proficiency skills. Teachers should incorporate modeling and explicit instruction on content vocabulary and written structure/characteristics to help increase students’ skills (Edomds, 2009). Buxton, Allexsaht-Snider, Suriel, Kayumova, Choi, Bouton, and Baker explain, that “many important literacy practices are unique to each content area, and thus, explicit subject-specific support for language development should take place in the content-are classroom” (2013, p. 349). In addition, teachers should constantly work together to fine tune lessons and make sure their activities meet the state science standards and their students’ language needs.

Rubrics

Rubrics are great tools for assessing students’ knowledge of learning standards and progress overtime.

Example of a Formative Assessment Project Utilizing a Rubric

Objectives:

Objective/Outcomes: Content Area 1 (Science)	Objective/Outcomes: Content Area 2  (Literacy)
11. A.4c Collect, organize and analyze data accurately and precisely. (Illinois Science Learning Standards). -Identify different simple machines, how they work, where/when they are used, and why they are used.	CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (Common Core State Standards, 2014).
Unit Theme: Making life easier.

Formative Assessment Project: 

Grade Level: 10th Grade

Language Level: Intermediate – Advanced

Assessment Description:           Students will work in groups of two to three based on their choosing. Each group will research and design a simple machine to perform a predetermined task. Using the pre-learned mathematical equations for “work” and “power” to prove why their simple machine makes life easier.  The students will decided which simple machine they would like to build and what task it is they would like to accomplish using their simple machine. Each student in the group will find at least one article (from any source) on how to create their selected simple machine. The group will then decide what materials they will need. The students will designate different group members to bring in particular materials. Using the different research articles, together the group will build their simple machine. The group will then test their simple machine on their predetermined task. Each student will then write their own reflection paragraph/s about: what each group members’ role was, what parts of their project were successful, what parts of their project were unsuccessful, and what they would do differently next time. The group will receive a group grade for the simple machine built, but will receive individual grades for their reflective paragraph/s.            Designing a simple machine, forces the students to use their problem solving and higher order thinking skills to prove their knowledge and understanding of the content. This assessment also allows the students to lean essential life skills such as: communicating and working in a group, researching and applying information, building a product, and reflecting on personal performance. This assessment allows students the opportunity to apply their new academic knowledge to a project of their interest in a meaningful context.

Grading Rubric:

Grade Level: 10th Grade			Language Level: intermediate
Outcome	Performance level 4	Performance level 3	Performance level 2	Performance level 1
Information Gathering	Accurate information taken from multiple (3 or more) sources and used in an organized fashion.	Accurate information taken from a few (1-2) sources and used in an organized fashion.	Accurate information taken from a few (1-2) sources, but not in an organized fashion.	No Information taken from any source and/or information not accurate.
Scientific Knowledge of Simple Machines	Justifications by all group members portray a rich and accurate understanding of simple machines (what they are, how their made, how they are used etc.)	Justifications by all group members portray a moderately accurate understanding of simple machines (what they are, how their made, how they are used etc.)	Justifications by most group members portray a moderately accurate understanding of simple machines (what they are, how their made, how they are used etc.)	Justifications by several members of the group do not demonstrate much understanding of simple machines (what they are, how their made, how they are used etc.)
Creation -Materials	Applicable materials were selected and creatively altered to build the simple machine.	Applicable materials were selected and there was an effort to creatively alter the materials and build a simple machine.	Applicable materials were chosen but minimal creativity was portrayed.	Inappropriate materials were chosen and resulted in a poor made simple machine.
Construction – attractive /neat	Tremendous precaution was used in the construction process of the simple machine so it looks neat and attractive. Students followed their plan with precision.	Construction of the simple machine was neat and precise for the most part, but 1-2 details could have been polished for a more attractive simple machine.	Students followed the construction plan with precision, but 3-4 details could have been polished for a more attractive simple machine.	Construction seems thoughtless or messy. Many details (4+) need to be altered for a more polished and attractive simple machine.
Function of simple machine	Structure allows simple machine to operate flawlessly on all demonstration trials.	Structure allows simple machine to operate flawlessly on most demonstration trials.	Structure causes simple machine to operate with a few glitches on demonstration trials.	Structure does not allow simple machine to operate during demonstration trials.
Reflection	Reflection demonstrates a full comprehensive record of group members’ roles, planning, construction, successes, failures, and changes for next time.	Reflection demonstrates partial record of (all but one component) group members’ roles, planning, construction, successes, failures, and changes for next time.	Reflection demonstrates partial record of (missing two components) group members’ roles, planning, construction, successes, failures, and changes for next time.	Reflection demonstrates minimal to no record of group members’ roles, planning, construction, successes, failures, and changes for next time.
Spelling/Grammar	Student has 0-3 spelling/grammar errors in his/her reflection.	Student has 4-5 spelling/grammar errors in his/her reflection.	Student has 6-7 spelling/grammar errors in his/her reflection.	Student has 8 or more spelling/grammar errors in his/her reflection.

ACT & Accommodations

Researchers Maxwell and Samules (2013) along with many others explain how many of todays standardized assessments are bias and in favor of native English speakers. As an attempt to level the playing field and close achievement gaps between English langue learners (ELLs) and native English speakers, researchers are suggesting the use of accommodations and modifications on assessments. My assessments such as the ACT do not offer accommodations for ELL students. Maxwell and Samules (2013) explain one accommodation for ELLs, is to “reduce the “linguistic load” or complexity of the language that is necessary for students to access the content in curriculum or on the assessment” (p.1). Below, an example of linguistically reducing a science passage from the ACT is provided.

Accommodations for the ACT

Content Area: ACT Science
Accommodations	Description of Accommodation/ Alternate Test	Student Eligibility
Extended time	Time and a half, double time, or triple time.	Student must have a documented disability.
Alternative setting	Student is allowed to take the test in a room alone or in a small group. This may be used to eliminating distractions and anxiety or if the original room in no physically accessible for some reason.	-Student must have a documented disability.
Tests read /on DVD	-Student is issued a person to read the test aloud to them or a DVD/auto recorded tape is provided.	Student must have a documented disability.
Larger font or Brail	-If the student has poor or no eye sight.	Student must have a documented disability.
Testing on multiple days	-Student is allowed to take the test on multiple days. However the student must take a least on section of the test per day. Once a student starts a section of the test, they must finish it.	Student must have a documented disability.
Breaks for snacks/drinks	-Students are allowed snacks and drinks if they have diabetic related issues.	- Student must have a documented disability.

For the ACT, accommodations are only provided for students with documented disabilities. Students are not provided accommodations solely on the bases that they have limited English proficiency skills. If a student with a disability wants accommodations on ACT they must apply for them. In most cases, with permission from the student and their parents, the school the student attends will take of fill out the ACT accommodation application paperwork. As part of the application, the school marks what accommodations the student is requesting along with documentation from a professional recognized specialist of their evaluations used to diagnosis the student’s disability. Most often the documentation used to determine and apply for accommodations is the student’s IEP (individualized education plan) or 504 paperwork. ACT then reviews the submitted accommodation request and evaluation paperwork and decides if they are going to grant the student accommodations or not. ACT wants to confirm a disability is present and that the student is currently using similar accommodations in other academic and testing situations.

Example of Linguistic Simplification 

One accommodation sometimes used for ELL students on standardized English written tests is linguistic simplification. Linguistic simplification is where the text and questions are modified so the words used are simple high frequency words. Often words, pictures, or gestures are also added to increase student understanding. The ACT unfortunately does not allow this accommodation, but below is an example of a science passage taken from the ACT and below that is the same passage that I have linguistically modified for ELL students.

Original ACT Science Passage (ACT 2014):

Sample Science Questions: Passage I
Unmanned spacecraft taking images of Jupiter's moon Europa have found its surface to be very smooth with few meteorite craters. Europa's surface ice shows evidence of being continually resmoothed and reshaped. Cracks, dark bands, and pressure ridges (created when water or slush is squeezed up between 2 slabs of ice) are commonly seen in images of the surface. Two scientists express their views as to whether the presence of a deep ocean beneath the surface is responsible for Europa's surface features.

Scientist 1
A deep ocean of liquid water exists on Europa. Jupiter's gravitational field produces tides within Europa that can cause heating of the subsurface to a point where liquid water can exist. The numerous cracks and dark bands in the surface ice closely resemble the appearance of thawing ice covering the polar oceans on Earth. Only a substantial amount of circulating liquid water can crack and rotate such large slabs of ice. The few meteorite craters that exist are shallow and have been smoothed by liquid water that oozed up into the crater from the subsurface and then quickly froze. 

Jupiter's magnetic field, sweeping past Europa, would interact with the salty, deep ocean and produce a second magnetic field around Europa. The spacecraft has found evidence of this second magnetic field.

Scientist 2
No deep, liquid water ocean exists on Europa. The heat generated by gravitational tides is quickly lost to space because of Europa's small size, as shown by its very low surface temperature (–160°C). Many of the features on Europa's surface resemble features created by flowing glaciers on Earth. Large amounts of liquid water are not required for the creation of these features. If a thin layer of ice below the surface is much warmer than the surface ice, it may be able to flow and cause cracking and movement of the surface ice. Few meteorite craters are observed because of Europa's very thin atmosphere; surface ice continually sublimes (changes from solid to gas) into this atmosphere, quickly eroding and removing any craters that may have formed.

Passage Linguistically Modified for ELLs (ACT 2014):

Sample Science Questions: Passage I
Pictures of Jupiter's moon Europa have shown Europa’s surface to be very smooth (flat) with few meteorite craters (big holes). Europa's surface of ice, shows proof of its surface changing (becoming more flat and reshaping) often. Cracks, dark bands, and pressure ridges (created when water or slush is pushed up between 2 big pieces of ice) are often seen in pictures of Europa’s surface. Two scientists (people) talk about their views on if a deep ocean below the surface of Europa is why there are cracks on its surface.

Scientist (person) 1
A deep ocean of liquid water is under Europa’s surface. Forces such as Jupiter’s gravitational pull make tides (or waves) deep inside Europa surface. The heat made from all the wave movement deep inside Europa, causes the ice on Europa to turn into water. All the cracks on Eurpoa’s surface, look like the cracks made from ice melting on the polar oceans on Earth. Only a lot of liquid water movement can crack and move such big pieces of ice. The few meteorite craters (big holes) that exist are shallow (not deep) and have been smoothed (flattened) by liquid water that came up into the crater (hole) from the below the surface and then quickly froze.

Jupiter's magnetic field (force), going around Europa, would work with the salty, deep ocean, and make a 2nd magnetic field (force) around Europa. The spacecraft has found proof of this 2nd magnetic field (force).

Scientist (person) 2
No deep, liquid water ocean is on Europa. The heat made by gravitational tides (waves) is quickly lost into space because Europa is so small. This is also why Europa’s s surface temperature is so cold(–160°C). Many of the cracks on Europa's surface look like cracks made by flowing glaciers (large amounts of ice) on Earth. Large amounts of liquid water are not needed for the cracks on Europa to form. If a thin layer of ice below the surface is much warmer than the surface ice, it may be able to flow and cause cracking and movement of the surface ice. Few meteorite craters (big holes) are seen because of Europa's very thin atmosphere (layer or gas). Also, surface ice often sublimes (changes from solid to gas) into Europa’s atmosphere, quickly wearing down and taking away any craters (big holes) that may have been made.

**Note: See full citations/references on the "Reference" page.