Nlps intermediate ell reading and Writing Assessment Handbook
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assessment handbook
- Bu sahifa navigatsiya:
- Why Initial Language Proficiency Testing
- This assessment tool will
- Overview of Reading and Writing Tasks Reading Tasks
- Information about the Reading and Writing Assessment Tests
- Scoring Scoring the Reading Test
- Student’s Level of Functioning for Reading Checklist for Classroom Teachers
- Answer Key for Reading Assessment
- Scoring the Writing Test
- Student’s Level of Functioning for Writing Checklist for Classroom Teachers
NLPS Intermediate ELL Reading and Writing Assessment Handbook Introduction Nanaimo Ladysmith Public Schools (NLPS) have seen an increase in both new immigrant students and international students with limited English proficiency in our elementary schools. This tool was developed to give teachers an appropriate assessment to help determine initial language proficiency. The data can help teachers develop and plan instructional strategies and in-class adaptations. The BC Ministry of Education ensures that our new immigrant students are given initial language assessment before they are included on our designation list for funding. This is one of our compliance pieces required for a referral for ELL services. International students, however, do not have the same assessments because they do not qualify for Ministry funding. The needs of our ELL (funded) students and our international (un-funded) students are similar, if not the same. Our site-based ELL specialists often include International students in their groups and in-class support, even though they are not case managers for these students. In order to understand what our students are capable of, it only makes sense to have some language testing on our International students as well.
At the core of the assessment process for all ELL students is the need to make informed decisions. We must gather and analyze information from multiple sources over time so that the results are meaningful to teaching and learning. We use our assessment information to assess English language proficiency to identify students who require additional services as well as to plan and adjust instruction. Initial language proficiency testing is a summative form of assessment that gives teachers and specialists a snapshot in time of a student’s language proficiency. It is an essential jumping off point to determine our plan of instruction. This assessment is informal (A Level) and not meant to be high-stakes; only a tool to better inform our instruction practice and determine a level of proficiency. Initial assessment results should, consequently, not be viewed as comprehensive or definitive. This tool will provide a “ballpark” level, similar to a classroom teacher’s use of a Quick Scale assessment rubric. It can be administered by ELL specialists, classroom teachers, or other staff who have taken a training session with Loa Richardson (ELL Resource Teacher). The main goal of the assessment is to measures the skills and knowledge necessary for students to work successfully in a mainstream elementary classroom. With support, ELL students who have a developing grasp of English fare best if given an opportunity to participate in mainstream classes with non-ELL peers. Generally speaking, research suggests that holding students back until they have better mastery of language is seldom appropriate. This assessment tool will: assess student’s reading and writing proficiency be simple and quick to administer, either individually or in larger groups give staff information to inform programming and instructional support assess the student’s knowledge of academic content as well as developmental levels of language acquisition determine if a student requires adaptations or modifications to mainstream content determine the level of intervention required to meet student needs determine instructional starting points identify initial language proficiency levels on the BC English Language Learning Continua (Reading/Writing) Overview of Reading and Writing Tasks Reading Tasks This tool uses selected response and short answer for the reading component. Students will select the correct or best response from a list provided, including multiple choice, short answer, and fill-in questions. Scores are figured as the number or proportion of the questions answered correctly. A. (unscored): Alphabet, lower and upper case letters, numbers 1-30 B. Vocabulary: 10 items that assess comprehension of intermediate vocabulary: nouns, verbs (present, past, progressive), adjectives, and academic content C. Reading for Information: presents a short informational text and 6 items to elicit short answer responses. Evaluates understanding details, application of information, and text interpretation D. Language Usage: 20 items that assess student’s understanding of language usage and grammatical structures: articles, verb form, prepositions, conjunctions, pronouns, plurals, questions, determiners, and quantifiers E. Interpreting Information from a Diagram: This is a text type that is found in many content areas. It assesses comprehension of informative text within a visual and application of information. 5 multiple choice items Writing Tasks The written portion of the assessment includes two extended written responses. Students will construct a written response to a task prompt. Criteria for scoring is in the form of a rubric and gives points for specific information presented. Criterion-referenced tasks are useful to determine whether students have mastered specific skills and to compare a student’s performance to the desired curricular goal rather than the performance of other students. Before marking the written portion of the assessment it is important to work together to establish inter-rater reliability because the rubrics will necessitate some judgement calls/ interpretation by the rater. This training should occur prior to using the assessment and can be arranged for staff members by contacting Loa Richardson. 1. Picture Sequence Story: has a choice between two picture series, each with three sequenced pictures. Students write a short account of what is going on in the picture. It is scored holistically on a four-point scale. A sample story is provided. 2. Write Your Own Story: Students chose one of two pictures to base their own story. Instructions are minimal, only asking for details to make the story interesting as well as complete sentences. The story is scored holistically on a four-point scale. Information about the Reading and Writing Assessment Tests
Scoring Scoring the Reading Test 1. On the last page of the student test booklet, add the number of correct items in each part of the test. Write the total for each test part in the corresponding “Student’s Score” box at the end of the test booklet.
2. Add the scores from each of the four parts. If the student is in Grade 4, put the total number correct in the Grade 4 student box. For other intermediate students put the total in the Grade 5-6 student box.
3. Compare the student’s score with the required number of correct test items for the “Starting”, “Developing”, and “Bridging” designations. Highlight or circle the corresponding level. For the ELL specialist, these levels can be loosely matched to our BC English Language Learning Continua for Reading (Grades 4-6). Student’s Level of Functioning for Reading Checklist for Classroom Teachers The “Starting” student… has little to no letter recognition has little to no letter-sound correspondence has little to no sight-word knowledge is hesitant or reluctant to read aloud has limited awareness of reading strategies needs support to make a simple prediction or connection responds to reading using pictures, labels, single words, phrases and sometimes first language may need to learn text direction (left to right) The “Developing” Student… has a developing bank of sight-word vocabulary needs reminders to use word attack skills consistently requires direct support in reading strategies reads aloud without expression and may be hesitant shares reactions about texts, sometimes with examples begins to use text features and context clues to understand main ideas and specialized vocabulary needs support in making connections, predictions, inferences restates main idea and details in own words, but may not notice or understand implied information is able to state some of the big ideas with support The “Bridging” Student… may need some support in understanding specific academic vocabulary needs minor adaptations to reading materials and instructions is fairly fluent and expressive when reading aloud usually uses word attack skills independently often uses reading strategies independently shares reactions and opinions, with examples makes thoughtful connections, giving some reasons and examples makes logical predictions and/or inferences with some support asks relevant questions about the text summarizes the main ideas and details in own words, but may not notice or understand implied information Answer Key for Reading Assessment
Scoring the Writing Test Both parts 1 and 2 of the writing test are scored holistically. A rating of 0 (Starting), 1 (Emerging), 2 (Developing), or 3 (Bridging) is given to each writing sample. A rubric (criteria) is used to rate the writing samples. These levels loosely match our BC English Language Learning Continua for Writing (Grades 4-6). When marking the sample the rater should accept any logical interpretation by the student of the picture prompts. For a student to reach the 3 (Bridging) level they must meet all of the criteria. For grade-level writing samples to help guide scoring based on proficiency level go to the Learn Alberta site: http://www.learnalberta.ca/content/eslapb/writing_samples.html The Writing Rubric and score box can be found on the last page of the student test booklet. Highlight or circle the student’s choice and the score for each portion of the test. Writing Rubric
Student’s Level of Functioning for Writing Checklist for Classroom Teachers The “Starting/Emerging” Student… brainstorms basic ideas with support copies single words and phrases labels familiar images and objects uses initial letters of words or inventive spelling to communicate ideas combines sentences using “and”, “but” with support uses dictionaries or translator to find vocabulary needs more time to complete work or assignments The “Developing” Student… organizes ideas with direct support needs support in using transition words to connect ideas (e.g., however, then, next, but, etc.) chooses the correct word often but will need support to expand vocabulary needs support with writing in different genres as well as editing skills makes grammatical or syntax errors that sometimes impede meaning needs some support with choosing correct word forms and verb tense has growing sight vocabulary but still needs support with spelling uses punctuation conventions often correctly The “Bridging” Student… organizes ideas with some support with limited guidance, connects ideas using appropriate transition words (e.g., meanwhile, however, finally, etc.) usually chooses the correct word but may lack a wide range of synonyms needs support with style and writing in different genres as well as editing skills makes minor grammatical or syntax errors that do not impede meaning uses appropriate word forms and verb tenses correctly more often uses most punctuation conventions correctly makes occasional errors with spelling use dictionaries, thesaurus, glossaries and online tools References Alberta Education. (2011). Alberta K-12 ESL proficiency benchmarks with examples: grades 4-6. http://www.learnalberta.ca/content/eslapb/documents/ESL%20Benchmarks%20Grades%204-6.pdf Ballard & Tighe Publishers. (2008) Examiner’s manual, IPT 2 reading & writing. Grades 4 -6. (2008). Brea, CA. British Columbia Ministry of Education. (1999). English as a second language
http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/special.pdf British Columbia Ministry of Education. (1999). English as a second language
http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/classroom.pdf British Columbia Ministry of Education. (2001), English as a second language
http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/standards.pdf Green, A. (2013). Exploring language assessment and testing: Language in
Schou Education Centre (1996). Supporting ESL learners resource book K-12, Burnaby, BC: School District #41. Teachers of English to Speakers of Other Languages (2006). PreK-12 English Language Proficiency Standards. Mattoon, IL. Download 69.77 Kb. Do'stlaringiz bilan baham: 
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