Teaching Performance Assessment ConsortiuM (TPAC) Andrea Whittaker. Ph.D. Stanford University September 2011 Stanford Center for Assessment, Learning and Equity

Academic Language Defining TPAC constructsDefining TPAC constructs Examples in PracticeExamples in Practice Rubric DescriptorsRubric Descriptors Other resourcesOther resources Stanford Center for Assessment, Learning and Equity 2011

Multiple Measures Assessment System Embedded Signature Assessments Observation/Supervisory Evaluation & Feedback Child Case Studies Analyses of Student Learning Curriculum/ Teaching Analyses TPAC Capstone Assessment Integration of:  Planning  Instruction  Assessment  Analysis of Teaching with attention to Academic Language Stanford Center for Assessment, Learning and Equity 2011

TPAC Artifacts of Practice PlanningInstructionAssessment Instructional and social context Instructional and social context Lesson plans Lesson plans Handouts, overheads, student work Handouts, overheads, student work Planning Commentary Planning Commentary Video Clips Video Clips Instruction Commentary Instruction Commentary Analysis of Whole Class Assessment Analysis of Whole Class Assessment Analysis of learning and Feedback to two students Analysis of learning and Feedback to two students Instructional next steps Instructional next steps Assessment Commentary Assessment Commentary Daily Reflection NotesDaily Reflection Notes Analysis of Teaching Effectiveness CommentaryAnalysis of Teaching Effectiveness Commentary Evidence of Academic Language DevelopmentEvidence of Academic Language Development Stanford Center for Assessment, Learning and Equity 2011

WHY include Academic Language? Academic language is different from everyday language. Some students are not exposed to this language outside of school.Academic language is different from everyday language. Some students are not exposed to this language outside of school. Much of academic language is discipline-specific and deepens subject matter THINKING.Much of academic language is discipline-specific and deepens subject matter THINKING. Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language.Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language. Stanford Center for Assessment, Learning and Equity

Academic language is the oral and written language used in school necessary for learning content. This includes the “language of the discipline” (vocabulary and forms/functions of language associated with learning outcomes) and the “instructional language” used to engage students’ in learning content. Academic Language Stanford Center for Assessment, Learning and Equity

Vocabulary Technical vocabulary: triangle, metaphor, metabolizeTechnical vocabulary: triangle, metaphor, metabolize Words whose technical meaning is different than everyday language: “balance” in chemistry, “plane” in mathematics, “ruler” in history/social science, “force” in scienceWords whose technical meaning is different than everyday language: “balance” in chemistry, “plane” in mathematics, “ruler” in history/social science, “force” in science Connector words: and, but, because, therefore, howeverConnector words: and, but, because, therefore, however Stanford Center for Assessment, Learning and Equity

Vocabulary Brainstorm discipline specific vocabularyBrainstorm discipline specific vocabulary TechnicalTechnical Multiple meaningMultiple meaning Connector…Connector… Stanford Center for Assessment, Learning and Equity

Three F Words The FUNCTIONS of Academic Language are to clearly and explicitly define, classify, analyze, explain, argue, interpret and evaluate ideas for distant audiences. Every language function has FORMS or structures that are common and often discipline specific (text, sentence or graphic/symbolic) Developing students’ FLUENCY in academic language forms and functions provides access to the “language of school” and academic success Stanford Center for Assessment, Learning and Equity

“F” Words Brainstorm discipline specific FUNCTIONS – THINK VERBS! Brainstorm discipline specific FORMS or structures -- oral, written/text, graphic or symbolic Stanford Center for Assessment, Learning and Equity

Academic Language Brainstorm Instructional Language Language teachers use to direct student engagement in learning (task directions, routines, questions,…) and language that students need to participate with each other in a learning activity (questions, …) Stanford Center for Assessment, Learning and Equity

Academic Language Competencies Measured Understanding students’ language development and identifying language demands Understanding students’ language development and identifying language demands Supporting language demands (vocabulary, form and function) to deepen content learning Supporting language demands (vocabulary, form and function) to deepen content learning Identifying evidence that students understand and use targeted academic language in ways that support content learning and language development. Identifying evidence that students understand and use targeted academic language in ways that support content learning and language development. Stanford Center for Assessment, Learning and Equity 2011

Analyze video for academic language: Analyze video for academic language: Vocabulary Vocabulary Function/Form Function/Form Instructional Language Instructional Language Activity 13

Rubric Dimensions Language demand Scaffolds Provided Student Understanding and Use? Form/Function Vocabulary Instructional Language Stanford Center for Assessment, Learning and Equity

Additional Resources Jeff Zwiers Jeff Zwiers Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12Building Academic Language: Essential Practices for Content Classrooms, Grades 5-12 SIOP SIOP Academic Language webinars archived on the TPAC Ning Academic Language webinars archived on the TPAC Ning Melanie Hundley - Tennessee Melanie Hundley - Tennessee Ann Lippincott and Laura Hill Bonet Ann Lippincott and Laura Hill Bonet Stanford Center for Assessment, Learning and Equity 2011

Academic Language Takeaways Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language.Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language. Language of the DisciplineLanguage of the Discipline Three “F” WordsThree “F” Words VocabularyVocabulary Instructional LanguageInstructional Language Stanford Center for Assessment, Learning and Equity