Assessments

1. Welcome Future Teachers! Assessments By Mary Ellen Clubb EDU659: Testing & Assessment for English Language Learners Dr. Francisco Brizuela, Professor 16 December 2012 For the Culturally and Linguistically Diverse Learner

2. First, let’s define two types of assessment… • Formative assessment: a tool employed by teachers used to determine what and how students are learning, so that instruction can be modified while it is still in progress (Herrera, Murry, & Cabral, 2007). • Summative assessment: a tool or strategy employed by teachers to measure the knowledge or skills of students after an instructional unit, theme, or lesson (Herrera, Murry, & Cabral, 2007).

3. So, think of it this way… • Formative assessmentSummative assessment • Before After • During

4. What’s the point? • Formative assessments are useful to teachers to determine what students know and what students need to know. When students think about what they have learned previously, they can get a better idea of what they need to accomplish. Teachers can use the information provided from formative assessments to guide and plan instruction (Stem Resources, 2012). • Summative assessments are important because teachers need to know if students are learning effectively from the utilized methods of instruction. Furthermore, summative assessments are used to determine students’ mastery of skills or concepts presented during an instructional unit (Classroom Assessment, 2012).

5. Advice from a teacher: • Use both types of assessment before, during, and after a unit of instruction or lesson! • Students will know what to expect, teachers will know what to teach, and everyone will be able to evaluate both the instruction of the teacher(s) and the learning of the students. • TEST, TEST, TEST!

6. Determining Levels of Instruction • There are many factors that affect students’ abilities and linguistic and academic needs. • According to a resource guide for teaching culturally and linguistically diverse students (CLD), teachers should consider information regarding student population, home language survey, language background, country of birth, amount of time in the U.S. (Pagan, 2009).

7. Teachers should be mindful of a few things… • Be sure not to let a student’s limited English proficiency compromise his or her ability to demonstrate a specific skill or learning goal (Herrera, Murry, & Cabral, 2007). • Try to use alternative skills or behaviors for determining the effectiveness of instruction (Herrera, Murry, & Cabral, 2007).

8. After careful consideration, • Teachers can utilize materials and techniques that address language learning needs while presenting content at the same time. • Studies have indicated that students in immersion programs have acquired greater language proficiency and language skills than students who received content instruction in their native language and separate language instruction in English (Met, 2008).

9. Who are culturally and linguistically diverse learners? • Culturally and linguistically diverse is defined as: • “The preferred term for an individual or group of individuals whose culture or language differs from that of the dominant group.” (Herrera, Murry, & Cabral, 2007, p. 288). • This definition includes students who are of a different language or culture than the minority of students, but there are differences between CLD’s and other terms that are frequently used to group or label students in the educational system.

10. Other terms to describe students: • Minority students: According to a website that offers information for students applying to colleges, minority students are those who are African-American, Hispanic-American, Asian-American, or Native American (College Zone, 2012). • Limited English proficiency (LEP) students: “A person who is in the process of acquiring English as another language” (Herrera, Murry, & Cabral, 2007, p. 288).

11. Why does it matter? • CLD students differ from minority students and limited English proficiency students because the terms are not necessarily interconnected. • This means that students who are minority students are not necessarily CLD students. It is possible to be a member of a minority group, but to share the same language and culture of the dominant group. • Furthermore, not all students who are CLD are limited in English proficiency. A student who speaks more than one language fluently may be culturally and linguistically diverse, but completely competent in the English language. • Educators should consider these differences to avoid making unnecessary or offensive assumptions. Providing the necessities for supporting student needs requires consideration of such distinctions. After all, it is important for teachers to know where their students are coming from in order to send them in the right direction.

12. It is always important for teachers to know the demographics of their students, especially when dealing with CLD learners. • Educators can make a better decision regarding lessons and instructional approaches when they are aware of who the students are, their cultural backgrounds, and where they are coming from. • Remember, however, that demographics are only statistics. Avoid judging students based on their ethnicity or backgrounds. Numbers are important, but they are not accurate descriptions of students! Know yourdemographics!

13. In this university: • 73.1% of students are white, non-Hispanics. These students represent the majority group. • 15.5% of students are African-American (black). Though still considered a minority, this group is the second largest in the university. • Non-resident aliens make up 5.7%. • Hispanics represent 1.8%. • Only .6% of students are Asian/Pacific Islanders. • An even smaller minority in the university, Native Americans or Alaskans represent .4% of the student population. • (State University, 2012). Who are the students at Arkansas State University?

14. Reflective of the makeup of student population, the following represents the race and ethnicity of students who graduate from Arkansas State University. • White, non-Hispanic: 72.1% • African-American (Black): 22.3% • Hispanic: 1.3% • Non-resident alien: .5% • Asian/Pacific Islander: .4% • Native American/Alaskan: .3% • (State University, 2012). Who graduates from Arkansas State University?

15. Immigrants: True or false? • Terrorist attacks and related wars can be stopped with more immigration restrictions. • Most immigrants come into the U.S. and stay illegally, without documentation. • Immigrants do not have to pay taxes.

16. It’s all false! • No security expert has ever stated that stricter immigration laws would reduce terrorist attacks. In fact, most of those responsible for the tragedy of 9/11 were in the country on legal visas (Herrera, Murry, & Cabral, 2007). • The majority (75%) of immigrants in the U.S. have legal, permanent visas. Of the 25% of undocumented aliens, 40% of those have simply overstayed temporary visas (Herrera, Murry, & Cabral, 2007). • All immigrants pay taxes of some sort. Even undocumented immigrants pay income taxes, sales taxes, and others (Herrera, Murry, & Cabral, 2007).

17. Surprised? • People may have thought that because the terrorist attacks of 9/11 were committed mostly by individuals of foreign origin, stricter immigration laws would reduce such violence. • Too many assumptions have led Americans to believe that those who do not speak English or who are from other countries are here illegally. Don’t assume… Ever! • Everyone who is in the U.S. pays taxes of some kind. Immigrants are not exempt. Misinformation has encouraged Americans to think that taxes do not apply to immigrants. Ignorance is the problem. Education is the cure!

18. Ready, Set, Go! • Now that you have learned more about CLD students and assessments, it is time for you to put it all into action. • Remember to learn as much about your students as possible, never to make assumptions, and to use a wide variety of assessment techniques to gain the most accurate representation of your students’ capabilities. • And… Enjoy your winter break! Happy Holidays!

19. References • Classroom Assessment. (2012). Basic concepts. Retrieved from http://fcit.usf.edu/assessment/basic/basicb.html. • College Zone. (2012). Definition of minority students. Retrieved from http://www.collegezone.com/informationzone/5940.htm. • Herrera, S. G., Murry, K.G., & Cabral, R. M. (2007). Assessment accommodations for classroom teachers. Boston: Pearson Education. • Met, M. (2008). Learning language through content: learning content through language. Foreign Language Annals, 24 (4), 281-295. • Pagan, M. (2009). Closing the ELL achievement gap: A leader’s guide to making schools effective for culturally and linguistically diverse students. Retrieved from http://www.leadered.com/pdf/Closing%20ELL%20Gap%20kit%20excerpt.pdf. • State University. (2012). Arkansas state university main campus. Retrieved from http://arkansas.stateuniversity.com/. • Stem Resources. (2012). Pre-assessment. Retrieved from http://www.stemresources.com/index.php?option=com_content&view=article&id=51&Itemid.