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iRubric: TESOL rubric for Std 4.c. Classroom-Based Assessment for ESL

iRubric: TESOL rubric for Std 4.c. Classroom-Based Assessment for ESL

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TESOL rubric for Std 4.c. Classroom-Based Assessment for ESL 
TESOL rubric for Std 4.c. Classroom-Based Assessment for ESL
These rubrics are additive. Meets Standard assumes that the candidate has also met the criteria under Approaches Standard. Exceeds Standards assumes that the candidate has also met the criteria under Approaches Standard and Meets Standard. Performance indicators provide examples of candidate performance, and are not intended to be prescriptive. Please see link: http://www.tesol.org/docs/books/the-revised-tesol-ncate-standards-for-the-recognition-of-initial-tesol-programs-in-p-12-esl-teacher-education-(2010-pdf).pdf
Rubric Code: LX74C57
By CosCon
Ready to use
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: K-5, 6-8, 9-12

Powered by iRubric Performance Indicator
  Approaches Standard

1 pts

Meets Standard

2 pts

Exceeds Standard

3 pts

4.c.1. Use performance-based

assessment tools and tasks that measure ELLs’ progress.
Approaches Standard

Candidates use a limited set of performance-based tasks to assess ELLs’ language and content-area learning.
Meets Standard

Candidates use a variety of performance-based assessment tools (e.g., portfolios, classroom observation checklists, reading logs, video, spreadsheet software) that measure ELLs’ progress.
Exceeds Standard

Candidates design performance-based tasks and tools to measure ELLs’ progress.
4.c.2. Understand and use

criterion-referenced assessments appropriately with ELLs.
Approaches Standard

Candidates are familiar with criterion-referenced assessments but have not used them to make decisions about ELLs.
Meets Standard

Candidates use authentic and traditional criterion- referenced procedures to assess ELLs’ language and content-area learning.

Candidates appropriately use these assessments to help determine possible special needs (e.g., giftedness and/or learning disabilities).
Exceeds Standard

Candidates construct and evaluate a range of criterion-referenced measures and item types to assess ELLs’ learning.

Candidates share this knowledge with their colleagues.
4.c.3. Use various instruments

and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of language and literacy development.
Approaches Standard

Candidates are aware of instruments and techniques to assess the content-area knowledge of ELLs, who are at varying levels of English language and literacy abilities.
Meets Standard

Candidates use a variety of instruments and techniques, including technology-based assessment, to assess ELLs’ knowledge in the content areas at varying levels of English language and literacy ability.

Candidates use test adaptation techniques (e.g., simplifying the language of assessment measures and directions).
Exceeds Standard

Candidates develop and adapt a variety of techniques and instruments when appropriate to assess ELLs’ content learning at all levels of language proficiency and literacy.
4.c.4. Prepare ELLs to use

self- and peer-assessment techniques when appropriate.
Approaches Standard

Candidates encourage ELLs to monitor their own performance and provide feedback to other learners.
Meets Standard

Candidates model self- and peer assessment techniques and provide opportunities for students to practice these in the classroom.
Exceeds Standard

Candidates embed self- and peer assessment techniques in their instruction and model them across the curriculum.

Candidates share self- and peer assessment techniques with their colleagues.
4.c.5. Use a variety of rubrics

to assess ELLs’ language development in classroom settings.
Approaches Standard

Candidates are familiar with some basic rubrics that can be used to assess ELLs’ language development.
Meets Standard

Candidates use a variety of rubrics to assess ELLs’ language development.
Exceeds Standard

Candidates develop and adapt a variety of rubrics to assess ELLs’ language development.



Keywords:
  • ESL, English, Language, TESOL, Standard

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