ESL 4 Week 3 Gallagher

Section Two Student Assessment Chart

April

This is where you will upload your ELL Student Assessment Chart !ou will need to actually gi"e this assessment to the class o# ELLs in your pro#ile $inimum is three pages This is worth 3% points !ou will create a chart showing your ELLs &num'ered ()* etc so you do not use names+ to show their English language pro#iciency le"el, and the results o# your assessment -t may 'e your own assessment tool de"eloped #rom research 'ased 'est practice or a commercially made assessment such as the WA.T or -.T, etc ////////////////////////////////////////////////////////////////////////////

( Assessment method- describe and include a sample of the language acquisition and development assessment When planning my #ield study time, - made the decision to use the ACCESS #or ELLs test as my assessment method 'ecause o# its "alue and necessity - decided it would 'e more 'ene#icial #or me at this point to see that test in practice than to create my own - was a'le to spend time in an ESL classroom where the instructor was still wrapping up the annual administration o# the ACCESS #or ELLs assessment - was a'le to see #irst)hand how the test is gi"en 'e#ore it was su'mitted #or grading The instructor also showed me selected results #rom last year #or students with whom -0"e 'ecome #amiliar through my hours o# #ield study in her classroom This e1perience was particularly 'ene#icial, 'ecause - know that determining the pro#iciency le"el o# an ELL is a key part o# making sure that they recei"e the appropriate supports to ensure their success in school - was a'le to see the di##erent reports generated 'y W-2A #or the school entity and #or the parents o# the ELLs Seeing the data and learning how the num'ers are determined was o# particular use to me and - am glad that - made the choice that - made 3'"iously, - was not a'le to ac4uire a sample o# this assessment, as it is copyright)protected 5owe"er, -0"e included a link that shows some sample sections o# the #our domains tested -t is a 67) page document that shows samples #rom grades ( through (8 - know that the e1am has 'een updated since the time that this .29 was pu'lished &such as the new #eature o# ha"ing a C2 instead o# a listening script #or the Listening section+, 'ut - still think that an ESL teacher)in)training would 'ene#it #rom 'eing a'le to peruse this important assessment tool http:;;www wida us;assessment;access;access<sample<items pd# 8 Results of the assessment- list current English language proficiency levels of ELLs, and the results of the assessment you administered for all ELLs in your chart.

EL. le"el

=esults o# the assessment Listening 3 4 Speaking 3 8 =eading 8 6 Writing 3 8 3ral Language 3 3 Literacy 3 % Comprehension 3 % OVERALL SCORE 3.1 Listening 4 ? Speaking 3 3 =eading 8 * Writing 3 3 3ral Language 4 % Literacy 8 6 Comprehension 3 ( OVERALL SCORE 3.2 Listening * 3 Speaking ? % =eading * ( Writing 3 8 3ral Language * 6 Literacy 3 ? Comprehension * 8 OVERALL SCORE 4.3 Listening ? % Speaking ? % =eading 8 @ Writing 3 4 3ral Language ? % Literacy 3 8 Comprehension 3 6 OVERALL SCORE 4.1 Listening * @ Speaking 4 * =eading ? % Writing 8 6 3ral Language * 8 Literacy 3 @ Comprehension ? % OVERALL SCORE 4.3

DEVELOPING Tier >

DEVELOPING Tier C

EXPANDING Tier C

EXPANDING Tier C

EXPANDING Tier C

3 Include a reflection of what you have learned from the assessment method utili ed in regards to language acquisition and development and e!plain what the results tell you regarding instructional needs for each ELLs.

- was #ascinated 'y the results o# last year0s assessments What #irst caught my attention was the 'road range o# scores amongst the di##erent domains, and the lack o# consistency 'etween the domains A student can e1cel in Speaking and Listening, #or e1ample, 'ut struggle with =eading Student A4, who has 'een la'eled E1panding, scored a Bper#ectC ? % in 'oth Listening and Speaking, 'ut only managed a 8 @ in the =eading category, 3 8 in Literacy, and 3 % in Comprehension This report indicates that this student0s instructional needs re4uire a greater emphasis on reading and 'ook learning to help him make up ground in these areas - can see why an e1am like this would 'e help#ul #or an ESL teacher to plan and strategiDe #or the goals o# the indi"idual students in her class The data collected is use#ul not Eust #or determining a student0s hours per week o# ESL, 'ut also #or di##erentiating instruction and adapting lessons to suit the indi"idual needs o# each participant in the program Also, 'y 'reaking down the assessment into distinct su'sets and skills, the results can more e##ecti"ely 'e used 'y a teacher 3# course the test would co"er the #our domainsF Listening, Speaking, =eading, and Writing >ut - think it is wise that it also includes the more speci#ic skills o# Literacy, Comprehension, and 3ral Language The more data a teacher has, the 'etter her a'ility to create a worthwhile and challenging academic e1perience #or her students 5owe"er, $rs Chan did pro"ide me with an interesting warning a'out the testing e1perience that she has encountered o"er her many years o# administering the assessment and analyDing the results She noted that many students do not always try their hardest when taking the ACCESS #or ELLs Some are aware that doing too well will cause them to recei"e decreased hours o# ESL support each week, or might e"en result in them Btesting outC o# the program entirely 9or some o# her students, she is more than an English Language Arts teacher She is the person they go to #or cultural concerns or #or ad"ice The thought o# no longer ha"ing that sa#ety net o#ten results in students who do not gi"e their 'est during the testing $rs Chan can always spot those results 4uickly, 'ecause she sees these kids e"ery day and is well ac4uainted with their a'ilities and weaknesses When the ACCESS #or ELLs results come 'ack and a student who is routinely at the top o# the class in a speci#ic area tests "ery low in that skill on the ACCESS test, she usually suspects that something intentional occurred Also o# note, $rs Chan likes that the window #or testing is wide enough that she can administer the test in smaller chunks and can skips days when a certain student is ha"ing a B'ad dayC #or some reason This gi"es her the a'ility to test the kids under the most optimal learning conditions She did

#ind the new C2 track to 'e "ery cum'ersome and #rustrating, 'ut admits that she understands why it is necessary A#ter completing this portion o# the ESL Course 4 #ield work, - #eel much 'etter prepared #or this crucial piece o# the ESL puDDle - now understand the parameters o# how the test is administered, can see the "alue o# the data is creates, and - know how to properly use that data to create the 'est possi'le learning e1perience #or each one o# my students This was a "alua'le assignment #or me