iRubric: TESOL 4.a. Issues of Assessment for English Lang. Learners rubric

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TESOL 4.a. Issues of Assessment for English Lang. Learners

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: C925AB

By Tesol_

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: K-5, 6-8, 9-12

Performance Indicator
	Approaches Standard 1 pts	Meets Standard 2 pts	Exceeds Standard 3 pts
4.a.1. Demonstrate an understanding of the purposes of assessment as they relate to ELLs and use results appropriately.	Approaches Standard Candidates are aware that there are various purposes of assessment (e.g., diagnostic, achievement, L1 and L2 proficiency).	Meets Standard Candidates understand and can identify and explain the different purposes for assessment. Candidates prepare their students appropriately for the type of assessment being used, including technology-based assessment.	Exceeds Standard Candidates share their knowledge and experience about the purposes of assessment with colleagues and parents.
4.a.2 Knowledgeable about and able to use a variety of assessment procedures for ELLs.	Approaches Standard Candidates are aware of a variety of purposes and procedures for assessment of ELLs (e.g., proficiency, diagnosis, placement, and classroom instruction and achievement). Candidates are aware of the importance of using multiple measures to accurately assess ELLs.	Meets Standard Candidates use multiple and appropriate formative and summative assessment measures for a variety of purposes, including classroom and student self-assessment and technology-based assessment (e.g., audio, video, computer). Candidates understand that procedures intended for native English speakers may not apply to English learners.	Exceeds Standard Candidates design and adapt classroom tests and alternative assessment measures to make them appropriate for ELLs for a variety of purposes.
4.a.3. Demonstrate an understanding of key indicators of good assessment instruments.	Approaches Standard Candidates are aware of technical aspects of assessment (e.g., validity and reliability).	Meets Standard Candidates can explain why tests are valid and reliable and use this knowledge in making assessment related decisions.	Exceeds Standard Candidates can create assessment measures that are standards based, valid, and reliable, as appropriate.
4.a.4. Demonstrate understanding of the advantages and limitations of assessments, including accommodations for ELLs.	Approaches Standard Candidates are aware of some of the advantages and limitations of assessments for ELLs.	Meets Standard Candidates understand obstacles ELLs commonly face and have strategies to help them in such situations. Candidates know state-allowed test accommodations for ELLs and apply them when appropriate.	Exceeds Standard Candidates evaluate formal and informal assessment measures for psychological, cultural, and linguistic limitations and create strategies to help ELLs in such situations.
4.a.5. Distinguish among ELLs’ language differences, giftedness, and special education needs.	Approaches Standard Candidates recognize some similarities between a language difference and a learning disability for ELLs (e.g., delayed language production, limited vocabulary and reading skills). Candidates recognize how cultural and linguistic bias may misinform results of such assessments.	Meets Standard Candidates work with a variety of resources, including native-language assessment and knowledgeable colleagues, to distinguish among language differences,giftedness, and a learning disability for ELLs. Candidates understand appropriate diagnostic processes and are able to document ELL growth and performance required before considering referral for gifted and talented or special education assessment.	Exceeds Standard Candidates work collaboratively with assessment personnel to assess ELLs who are gifted and talented and/or have special learning needs. Candidates share with colleagues their knowledge and experience about gifted and talented and special learning needs of ELLs.

Keywords:

ESL, English, Language, TESOL

Subjects:

English

Types:

Assessment

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