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Assess without Distress: Authentic Assessment for ELLs in the Classroom
- 1. Trish Morita Mullaney, ABD, MSD Lawrence Township, Indianapolis, IN Susan R. Adams, ABD, College of Education, Butler University, Indianapolis, IN TESOL 2011 New Orleans, LA March 16, 2011 Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 3. Identities concealed to protect the guilty Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 4. Standards‐based Assessment or Criterion‐ referenced Assessment (e.g. state standardized assessments, ACT) Students demonstrate mastery of explicit domains, often with a cut‐score, dividing 2‐ digit numbers with 80% correct, no comparison) In our state, students score Pass, Pass Plus or Did not PassCopyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 5. Norm‐referenced Assessment (SAT, GRE,) Students are compared to the performance of peers. There is no passing or failing. Think Bell Curve. Think percentiles. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 6. Ipsative Assessment (bonus points if you know this one!) (e.g. physical education, individual assessments, video games Student is compared to his own previous performance and is encouraged to “beat” his own score to show improvement. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 7. Teacher‐created Assessments Quizzes, tests, projects, assignments Performance‐based Assessments Skills tests, presentations, demonstrations Portfolio Assessments Exemplars of peak performance on a variety of student work collected and displayed in a physical or digital site Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 8. When the cook tastes the soup, that's formative. When the guests taste the soup, that's summative* This is frequently where educators are satisfied to stop, but for ELLs, assessment is much more complicated. *Quote by Robert Stake in Scriven, M. (1991). Evaluation thesaurus. 4th ed. Newbury Park, CA: Sage Publications. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 9. Our working definition of authentic assessment of ELL learning emerges from the root word, assess: Assidēre (Latin) to sit beside someone. This evolved into the idea of sitting beside a judge to help him in his deliberations (especially in determining property values or calculating fines or taxes to be paid). Source: Word‐Origins.com Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 11. 1) ESL teachers discussing standards Consider knowledge base of ESL teachers’ understanding of standards 2) Content area teacher Naming & Connecting: Significant for transformation & change 3) ESL teacher Content and English 4) Student work Product: What do students show and how do they understand it? Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 12. Content Curriculum offered to students Process How content is instructed Product What teachers ask students to produce Distinguish between production and reproduction. When students produce, how do you know they really understand? Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 13. How might ESL teachers use the notion of assidēre to develop authentic assessment practices that distinguish what ELLs know and can do from their ability to communicate their learning in English? Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 14. Together, think of an example you have seen of a student’s content knowledge or skill being assessed by her/his ability to demonstrate that knowledge or skill in English. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 15. What content knowledge or skill does this ELL student demonstrate? How do you know? Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 17. CONTENT ABILITY TO COMMUNICATE KNOWLEDGE OR SKILLS IN ENGLISH I em playing basketball. I love to play basketball. I just shoot. I like to play ugest my bruthr. Sum times I win. Sum times he plays ese. My bruthr tot me to play basketball he told me that wen you stop grebling you cant start to grebling again. I am playing basketball. I love to play basketball. I just shoot. I like to play against my brother. Sometimes I win. Sometimes he plays easy. My brother taught me to play basketball. He told me that when you stop dribbling you can’t start dribbling again. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 18. CONTENT ABILITY TO COMMUNICATE KNOWLEDGE OR SKILLS IN ENGLISH Test Question: Explain how to use a microscope properly. Include details such as the process of creating, inserting and examining slides correctly. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 20. What observational knowledge do we have of student mastery? How might we document student mastery of content area standards? How might we keep records of student learning and performance? Under what conditions do ELLs show us what they know and can do? What don’t mainstream teachers know about ELL content knowledge and skill mastery? Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 21. TRADITIONAL TEST ESL TEACHER EVIDENCE OF MEETING RESULTS CONTENT AREA STANDARDS Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 22. Success breeds success: students who get acknowledgment of skills and knowledge are encouraged and are motivated to keep trying. Failure breeds dropout: students who receive an F in the first 9 weeks of high school are much more likely to drop out of high school. What the research says about immigrant youth and dropping out of high school: “Dropouts' school grades were lower than those of continuing students, and those that were ever held back in school had higher dropout rates.” p. 866 “Each one‐letter improvement in GPA in middle school lowered the chances of dropping out in freshman or sophomore year by almost half. Having been held back a grade prior to high school was associated with a much higher risk of early dropout.” p. 869 “Risk of High School Dropout among Immigrant and Native Hispanic Youth,” Anne K. Driscoll Source: International Migration Review, Vol. 33, No. 4 (Winter, 1999), pp. 857‐875 Published by: The Center for Migration Studies of New York, Inc. Stable URL: http://www.jstor.org/stable/2547355 Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 23. Create instruction that enhances content area mastery WHILE students acquire academic English Collect convincing evidence of student skills and conceptual understandings. Cooperate with mainstream teachers to support innovative alternative assessments. Collaborate with teachers and administrators to evaluate each child’s learning coherently from an asset‐based perspective with a view to long‐term success instead of short‐term failure. Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)
- 25. Trish Morita Mullaney patriciamorita@msdlt.k12.in.us Susan R. Adams sradams@butler.edu Copyright Morita‐Mullaney, T. & Adams, S.R. (TESOL, 2011)