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ESL 3 Flashcards

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1
Q

Assessments of Learning

A

Check for mastery of standards After instruction

EX: Summative Assessments

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2
Q

Assessment For Learning

A

to provide information to the teacher on whether or not students are comprehending material during instruction

EX: Formative Assessments

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3
Q

Formative Assessments

A
  • Warm ups
  • Exit Tickets
  • Quick Writes
    -Practice Problems
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4
Q

Summative Assessment

A
  • End of Unit Test
  • Formal papers
  • Rubric based Final Projects
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5
Q

Diagnostic/Pre-Assessment

A

Before Instruction & Learning - A tool used typically at the beginning of a unit that teachers to evaluate students knowledge and skill prior to instruction.

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6
Q

Universal Screener

A

Before Instruction & Learning - An assessment that is given to all students in the classroom or grade level to determine which students are struggling in certain content areas like reading or mathematics.

These are often give 2-3 times a year and consist of the same questions or grade level content unless the test adapts to the individual student’s answers and skill level.

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7
Q

Informal Assessment

A

During & After Instruction - A way to assess students understanding and progress that is not evaluative or graded.

-Observations
- Conversations
-Exit Slips

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8
Q

Formal Assessment

A

During & After Instruction - A way to assess and evaluate student understanding of learning objectives based on a set of criteria or standards.

  • Test/Quizzes
    -Presentations
    -Projects
    -Writing
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9
Q

Criterion - Referenced

A

During & After Instruction - An assessment that measures student performance based on mastery of specific criteria ( learning objectives, standards, or skills).

  • End of unit test
  • Student scores are not compared to peers
    -What is known when taking the test
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10
Q

Formative Assessement

A

During & After Instruction - Opportunities to monitor student progress in order to provide feedback, support, or adjust instruction to increase student learning.

-observations
-drafts
-practice problems

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11
Q

Summative Assessment

A

During & After Instruction - Uses specific learning objectives and/pr rubric to evaluate student learning at the end of the unit after all instruction has taken place.

  • End of unit test
    -Final project
    -Paper
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12
Q

Norm- Referenced

A

During & After Instruction - Measures student performance in comparison to the performance of other students who took the same test and who are the same age.

  • Benchmark Test
    -SAT, IQ test
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13
Q

Standardized Tests In Texas ESL Programs

A

All ESL students in the state of Texas are required to take the State of Texas Assessments of Academic Readiness (STAAR® ) and the Texas English Language Proficiency Assessment System (TELPAS).

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14
Q

STAAR

A

State of Texas Assessments of Academic Readiness

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15
Q

TELPAS

A

Texas English Language Proficiency Assessment System

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16
Q

The STAAR assessments include the ____, ____ and ______.

A

STAAR, STAAR Spanish, and STAAR Alternate 2

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17
Q

STAAR end-of-course assessments cover

A

Algebra I
Algebra II
English I
English II
English III
U.S. History
Biology

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18
Q

The Language Proficiency Assessment Committee (LPAC)

A

In 1981, legislation (SB 477) was enacted in the state of Texas and reinforced the implementation of Texas’ bilingual education programming. This established and thereby created Language Proficiency Assessment Committees (LPAC).

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19
Q

Who serves on an LPAC?

A

-Bilingual Educator
-Parents/Guardians
-Transitional Language Educator
-Administrator

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20
Q

TELPAS Program

(TELPAS & TELPAS Alternate)

A

Annual assessment for all identified English learners

Students are assessed in the four language domains of speaking, listening, writing, and reading

Students are required to take this exam until they are reclassified as English proficient

Students whose parents refused services are still required to take this exam

LPACs determine and document ESL student participation

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21
Q

The ESL teacher’s role is to _____ the current language proficiency levels of students and ensure that they are taking the appropriate assessments in order to receive accurate data.

A

evaluate

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22
Q

ESL teachers must _____ the assessment results in order to determine continued placement or exit from ESL and bilingual programs.

A

analyze

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23
Q

In order to accurately assess student learning in your classroom, you need to be certain that your assessments are ____, ______, ____, and ____.

A

valid, reliable, fair, and clear.

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24
Q

Validity - Assessments

A

is valid, it measures what it is intended to. In other words, the questions on it relate directly to the purpose of the overall assessment, learning objectives, or standards.

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25
Reliability - Assessments
An assessment is reliable if it produces consistent and stable results over time. It is important to note that an assessment can be reliable but not always valid.
26
Clarity- Assessments
In order for assessments to be considered high quality, the criteria students will be measured against needs to be clear, as well as the language used to ask questions. Clarity in criteria will directly impact student success on an assessment or task.
27
Fairness - Assessments
When evaluating your assessments, you need to consider the following in order to guarantee that it is a fair assessment for all of your students.
28
Bias - Assessments
Bias is the tendency to favor one thing, person, or group over another. Bias in assessment could be found in multiple ways. One of the most commonly found forms of bias is how assessments are scored. This is particularly problematic for ESL students. When tests contain cultural biases unfamiliar to ESL students, the results can be skewed.
29
Equity - Assessments
All students should have the same opportunities to show their progress or skill level on an assessment. More often than not, this impacts particular groups of students, like ESL learners or students with disabilities.
30
Learning Opportunity - Assessments
High-quality assessments are designed to assess student progress on specific learning objectives that have been explicitly taught through instruction. If students have not had the same amount of exposure to instructional time (attendance, pull-out, behavior issues) the student will more than likely score lower on the assessment.
31
It is best practice to align classroom instruction with ___ and ___ assessment data.
informal and formal
32
Just like instruction, effective feedback needs to be ____ for the learner.
meaningful
33
Self-Assessment
Self-assessment and reflection are incredibly powerful tools that enhance student learning and also encourage the development of lifelong learning.
34
Effective feedback
- Specific - Timely -Constructive -Balanced -Student involvement
35
When students begin to take ____ of their learning, they are more likely to have success in your classroom and beyond.
ownership
36
Process for ESL identification process
1. Send the home language survey to all families 2. Identify students who speak a second language at home 3. Assess those student with approved English Language Proficiency test 4. Have an LPAC meeting to determine plan of action based on test data 5. Parent notification and approval
37
An ESL teacher wants to foster language acquisition. The teacher divides the students into small groups and provides each group with a menu written in the language being taught. In addition to the menu, the teacher gives each group a set of role cards, assigning specific roles such as server, customer, and chef to different group members. The students then engage in a role-playing activity where they simulate a restaurant scenario. What skill is the teacher trying to teach?
Discourse
38
The opportunity to access the language and content of the curriculum being taught in the United States is a ______, however, it has taken nearly one hundred years of legislation and lawsuits to make this a reality
civil right
39
Segregation and inequitable schooling were extremely common as noted by a trail of lawsuits:
Alvarez v. Lemon Grove (1931) Méndez v. Westminster School District (1947) Brown v. Board of Education (1954) Guey Heung Lee v. Johnson (1971) Johnson v. San Francisco Unified School District (1974)
40
Civil Rights Act (1964)
The Civil Rights Act paved the way for more ESL advocacy, as Title VI forbade discrimination on the basis of race, color, or national origin.
41
The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act of 1968
Created federal grants to create programs for English learners in socio-economic distress Declared that low-income English learners were at an educational disadvantage and therefore programs addressing these populations would be federally funded Extended the ruling to all school districts and programs regardless of federal funding status Defined a bilingual education program as one that ensures students receive instruction in their L1 and English. Modified Title 1 legislation to ensure that English learners are eligible for those services and are not denied them based on limited English proficiency (1994)
42
Since the ______ , there have been landmark cases fighting over how the education of English learners should be implemented.
1970s
43
Lau v. Nichols (1974)
Key landmark decision that is possibly one of the most impactful for the education of English language learners This case largely influenced amendments in the 1974 Bilingual Education Act Chinese American students were immersed in English-only mainstream classrooms without language support and in spite of limited English proficiency, thus struggling academically The court's decision influenced the U.S. Department of Education's Office of Civil Rights to design and implement the Lau Remedies.
44
Equal Educational Opportunities Act of 1974 (EEOA)
No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin by … (f) the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs." 20 U.S. Code § 1703 (f)
45
United States v. Texas (1971, 1981)
A policy unique to the state of Texas mandated that schools create language programs that enable L1 Spanish-speaking students to not only have access to effective English instruction but to also receive equitable treatment and help to transition to the culture of the United States. Also allowed for L1 English speakers to have an opportunity to be exposed to and learn the Spanish language.
46
Castañeda v. Pickard (1981)
Also having its origins in Texas, Castañeda v. Pickard the court ruled the Castañeda standard which mandates the following in regard to programming for English learners: Programs must: be research-based have systems in place to evaluate the effectiveness provide adequate resources and teaching personnel to ensure the effectiveness of these programs
47
Gomez v. Illinois State Board of Education (1987)
English learners cannot be placed into “sink or swim” situations where they are not offered services. Much like other rulings, the execution of this was vague and open to interpretation.
48
Every Student Succeeds Act (ESSA, 2015)
Reauthorized the Elementary and Secondary Education Act (1965) which called for access to an equitable and superior education for all learners. ESSA details specific protocols in the areas of accountability and annual assessments, teacher quality, and programming. ESSA also included new standards for the instruction of English learners. Some of these involve the following: Common criteria for identifying English learners across the states Measurements of English proficiency growth as a lens to determine the quality of schools. Focused on closing the achievement gap for English learners
49
English Learner Programs
1. Bilingual (Dual Language & Immersion) 2. Content Area/ Sheltered 3. ESL Pull Out 4. ESL Push In ( Co-teaching / Collaborative) 5. Newcomer Centers (Self-Contained)
50
Bilingual (Dual Language & Immersion)
Early-exit bilingual programs are bilingual and biliteracy programs with a shortened time for instruction Late-exit bilingual programs allow for an extended period of time even after English learners have been integrated into English-only settings for much of the day Two-way, Dual, or developmental bilingual programs are structured to combine English-speaking students with a group of students from the same language background (i.e. Spanish, French, etc.) in the same classroom.
51
ESL Pull Out
A program that is most often implemented in elementary schools. Generally, English learners spend the majority of the day immersed in English-only classrooms (i.e. “mainstream classrooms”) and then leave class for a specific period of time to work with a small group of fellow English learners
52
ESL Push In ( Co-teaching / Collaborative)
A model used in many elementary schools, as well. For this model, the ESL teacher goes into mainstream classrooms and works with ESL students during content-area instruction. Instruction takes on a variety of forms.
53
Newcomer Centers (Self-Contained)
These are generally self-contained classrooms designed for English learners who have recently immigrated.
54
Texas Programs
Dual Immersion Program Models Transitional Bilingual Program Models English as a Second Language Program Models
55
Dual Immersion Program One Way
A bilingual and biliteracy model is provided for English learners as a means to transition into English-only instruction. Students are initially taught in English and their L1 for no sooner than six or later than seven years following their initial enrollment.
56
Dual Language Immersion Two Way
In a bilingual and biliteracy model, however, English learners attend classes with students who are already proficient in English in addition to being served in English and their L1. Like the above-mentioned model, the goal is for them to meet a proficiency level that allows for reclassification no sooner than six or later than seven years after their initial enrollment.
57
Transitional Early Exit
A bilingual model for English learners for the means of being reclassified and enrolled in English-only instruction. This is a shortened program in which students can exit no earlier than two or later than five years following their initial entry into the school system.
58
Transitional Late Exit
A bilingual model for English learners to be immersed in both English and their L1 to transition to English-only instruction no sooner than six or later than seven years following their initial entry into the school system.
59
Cooperative cultures
emphasize collaboration, group harmony, and collective success. These cultures value working together and supporting one another, both in educational settings and in broader societal contexts.
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Competitive cultures
emphasize various aspects related to individual and collective achievement, striving for excellence, and rewarding high performance.
61
Standard North American English
is what is used in academic and most workplace settings, so students do need to learn to speak and write it for those settings.
62
Eye Contact
Eye contact can vary from culture to culture. In American culture (although there are exceptions), it is typically a sign of respect and honesty to look someone in the eyes when he or she is speaking to you.
63
Cultural Responsiveness
Approach advocacy with an understanding of the cultural and linguistic backgrounds of English language learners and their families.
64
Empower Families
Conduct workshops or information sessions for families in their home languages to help them navigate the school system, understand their rights, and access resources.
65
Which ESL program model in Texas pairs English learners with English-proficient students to promote bilingualism and biliteracy?
Dual Language Immersion Two-Way
66
What is the purpose of Site-Based Decision Making [SBDM] committees?
To give guidance to school principals in regards to setting goals and orchestrating school improvement plans
67
In a dual immersion English as a Second Language (ESL) program model, what is a defining characteristic?
Integrating content instruction in both the students' native language and English
68
What adjustment might students from traditional gender-segregated communities experience?
Working in groups with both sexes.
ESL 2
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