1. Jennifer Rodriguez TB610-60
Assessment
Jennifer Rodriguez
TB610-60

2. What is Assessment?
The evaluation or estimation of the nature, quality, or ability of someone or something.
Bachman (1990) identifies three fundamental concepts:
Measurement
Test
Evaluation

3. Measurement Attributes are:
Quantification - deals with the process of assigning numbers to performance results
Characteristics – physical or *mental (aptitude, intelligence, motivation, language proficiency, and academic knowledge
Procedures & Rules – process through which the quantification of student characteristics is conducted
*Crucial for ELL teachers to know the procedure and rules (large-scale content area test)
***Deny ELLs access to accommodations***

4. Test
According to Bachman (1990) defines tests as “a measurement instrument designed to elicit a specific sample of an individual behavior”
For example: Content area tests
Educators can make inferences regarding the mastery of all the standards.

5. EVALUATION
According to Bachman (1990) – is the collection of “reliable and relevant information”
Teacher-generated narratives and checklists
Provides a more comprehensive picture of students and their abilities.

6. The Categories and Assessments
Intention
Informal – are spontaneous comments to students’ performance
Example: Teacher says, “Good job”
Formal – are systematic
Example: Tests, quizzes, or term paper
ELLs preferably should have portfolios and journals as a more comprehensive ways of formally assessing content objectives.

7. The Categories and Assessments
Purpose
Summative - measures the product
Example: Final exam at the end of a course, statewide/nationwide test
Formative -focuses on the process of learning
Example: Self-evaluations or peer evaluations

8. The Categories and Assessments
Interpretation
Norm-referenced – student’s score is compared to the scores of a give group, or the norm
Example: Terra Nova, Supera
Criterion-reference – evaluate students in terms of mastery of the course content
Example: High-stakes standardized tests – PARCC
Partnership for Assessment of Readiness of College and Careers 

9. The Categories and Assessments
Administration
Classroom-based - Limited to classroom
Can be formal and informal
Tests that are administered at end of unit, student portfolios, teacher checklists and narratives, class projects, (self- and peer) evaluations
Large Scale - delivered at the state or national level
are usually created by external agencies and take the form of standardized tests

10. A Model for Assessing ELLs in the Content Areas
Base assessment on class activities.
Adapt assessments to match ELLs’ language proficiency level.
Use state-approved accommodations.
Emphasize the best accommodations.
Make grading procedures relevant, culturally sensitive, and available before assessments.

11. Validity: Does the assessment measure what it is suppose to measure?
When developing or evaluating assessments, teachers should use the following questions…
Validity: Does the assessment measure what it is suppose to measure?
Reliability: Does the assessment generate consistent results over time and among different groups of students?
Practicality: Is the administration of the assessment reasonable in terms of time and cost?
Equivalency: Does the assessment connect with the curriculum and class activities?

12. When assessing ELLs, teachers should take into account ELLs’:
large diversity in language background
wide range of proficiency in the students’ native language and in English, paying close attention to their academic language proficiency in both languages
different degrees of formal schooling in the students’ native language and in English, a range that can drastically influence the rate of academic language acquisition in English
experiences with standard testing
acculturation to US mainstream culture

13. Work Cited
Mihai, F. M. (2013). Assessing English Language Learners in the Content Areas: A Research- into-Practice Guide for Educators. University of Central Florida, FL: University of Michigan Press