Assessment and Instruction
Complete Parts 1–4 below to create two original assessments that meet the needs of diverse learners.
Part 1: Students
Identify the grade level of students and the content area you will assess.
Imagine that the assessments are for a class of 18 students with demographics that include the following:
- Relatively equal ratio of boys to girls
- Six identified ELL students:
- Two of the students have entered the class within the last two months with no prior English language.
- Three of the students have been in the ELL program for two years.
- One of the students can speak English, but is not yet reading grade-level text.
Part 2: Planning Chart
Create a chart to plan for your assessments. Include the following:
- Purpose of each assessment
- Specifications of the assessments
- Define the content.
- Identify how the content will be assessed, such as whether it will be formal or informal.
- Explain what interpretations can be made based on possible outcomes.
- Performance standards to be assessed
- Expectations of student achievement
- Accommodations that need to be provided
- Relationship between the development of the instruction and the assessments
Part 3: Assessments
Develop two original assessments for your imaginary class. Ensure that one of your assessments is related to reading and writing.
Note: Use the work completed in Part 1 and Part 2 to guide your development.
Part 4: Summary
Write a 700- to 1,050-word summary of your assessments, in which you address the following questions:
- What TESOL standards for assessment did you address?
- What are the benefits of or the value in the assessments?
- How can authentic assessment tools be used across the curriculum?
- How will you incorporate multiple intelligences in the assessment process?
- How will data from the assessments be used to determine individual student goals and objectives? How will you use the data to modify instruction?
- How will this information be communicated to students, families, and other stakeholders?
- How will you involve families in the assessment processes?
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