2 Checklist Items that are extremely important when evaluating assessments for ELL students.

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Table 1 in "Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms" describes Concepts, Principles, and Checklist Items that can be used to evaluate assessments. Select two of the Checklist Items you think are extremely important when evaluating assessments for ELL students.

In a 500-750 word essay, describe those items, and defend why you believe they are of particular importance.

Support this assignment with at least three scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite

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Evaluating and Selecting Assessments 1 Evaluating and Selecting Assessments Shameeka Cardona Grand Canyon University: ESL-533 June 13, 2018 Danan Myers Evaluating and Selecting Assessments 2 Evaluating and Selecting Assessments Assessments are a vital aspect when teaching all students. Assessments allow for appropriate placement and instruction through data and information collected. This paper will discuss Concepts, Principles, and Checklist Items that can be used to evaluate assessments and why they are essential. All of the concepts, principles, and checklist items are all essential for evaluating assessments and must be balanced to work in harmony. The first checklist item is decisions: does the assessment help me make instructional decisions that are beneficial for students? It is part of the useful concept. As stated by Marvin Smith, Annela Teemant, and Stefinee Pinnegar (2004), “Usefulness is judged by weighing the educative value of an assessment against practical consideration. Educative assessment focuses on the value of special assessments improving rather than merely auditing student performances.” With limited resources within some school districts, practical assessments are needed. It is essential for the assessment to evaluate students in the proper manner which will allow the educator to make the appropriate academic decisions for the student. Making sure the assessment is reliable and report accurate results will be most beneficial to the students and helpful to the teacher. The teacher will know where to focus on and what strategies and techniques that should be implemented for that student. As stated by Marvin Smith, Annela Teemant, and Stefinee Pinnegar (2004), “One of the purposes of the concept of usefulness is as a reminder that practicality must serve the primary purpose for assessmentsimproving students learning.” The second checklist item is disclosure: do my students understand the assessment, it’s purpose, what is expected, how it will be judged, and it’s consequences. If a student does not understand or comprehend the assessment, there would be no sense in administering the test. It Evaluating and Selecting Assessments 2 would just be a guessing assessment that will not produce reliable results. On the other hand, it is important to hold students accountable for their grades when they understand every aspect of the assessment there should be less confusion and questions. Disclosure is also apart of the equitable concept which revolves around fairness for all students. As stated by Marvin Smith, Annela Teemant, and Stefinee Pinnegar (2004), “Education ought to be providing every student the same probability of success by responding differently to individual needs.” It is vital for educators to understand that fair is not always equal for instance if one student is unable to read the assessment is in he or she should be assessed in their native language in written form or verbal form. The verbal form would consist of an interpreter to come in and give the student the assessment. Some students might feel being read the questions is not fair. However, educators must individualize for all their students, and some students need more support than others. As mentioned by Dr. Richard Curwin (2012), “ Being fair is harder and requires more work then just treating everyone the same. In the long run, it saves time and is more effective. And when it comes to treating everyone the same, every child deserves a lot better than that.” In conclusion, all of the concepts, principles, and checklist items are vital for the assessment process. All concepts must be balanced for it to work effectively. Evaluating and Selecting Assessments 2 References Curwin, R. (2012). Fair Isn’t Equal: Seven Classroom Tips. Retrieved from https://www.edutopia.org/blog/fair-isnt-equal-richard-curwin Smith, M. E., Teemant, A., & Pinnegar, S. (2004). Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms. Multicultural Perspectives, 6(2), 38-46. Course Code ESL-533 Class Code ESL-533-O501 Criteria Category Percentage 100.0% Summary of Article: Analyzes items from the assigned article. Presents them with brief summary to provide context for the reader. 25.0% Analysis: Two items from article adequately described and the importance of each justified. 35.0% Topic Knowledge 10.0% Content Cohesiveness 10.0% Conclusion 5.0% Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0% APA Format and Style Requirements 5.0% Total Weightage 100% Evaluating and Selecting Assessments No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. 65.0 Insufficient (69.00%) Summary fails to paint a clear picture of the article, omits major elements, and is disorganized. An analysis of one or both of the items presented without specific details direction or emphasis. Project presents weak, marginal evidence and/or exhibits large gaps in the presentation of evidence, resulting from inconsistent connections with the argument. Includes little knowledge about the topic with few supporting details and examples. Little subject knowledge is evident. The content is vague in conveying a point of view and does not create a strong sense of purpose. Summary of the major points of the paper is present, but it is vague or poorly developed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice are present. Sentence structure is correct but not varied. References page is present, but citations are inconsistently used. Approaching (74.00%) Summarizes the primary elements and key points of the article; however, summary is cursory and lacks depth. An analysis of both of the items is broadly listed, but not specifically or in detail. Evidence, such as textual sources, personal experience, and observation is appropriate to the audience and rhetorical situation. The evidence fulfills the minimum in terms of quantity and quality that is acceptable to support the argument. Includes knowledge about the topic with supporting details and examples. Some subject knowledge is evident. The essay is generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. Summary of the major points of the paper is present, but is cursory and lacking depth. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. References page is included. Sources are appropriately documented, although some errors may be present. Acceptable (87.00%) Summary of the article is clearly evident to the reader. Themes and details are present and easily identified. An analysis of both of the items is outlined. A diversity of evidence is present. The evidence extends beyond what is needed to support the argument effectively. Includes essential knowledge about the topic with supporting details and examples. Subject knowledge appears to be good. The content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Summary of the paper is evident to the reader. Arguments presented follow logical progression and support claims. Prose is largely free of mechanical errors, although a few may be present. A variety of effective sentence structures are utilized. References page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. Target (100.00%) Thoroughly presents all of the information to portray a clear chronology as well as richness of detail. An analysis of both of the items is described in detail and in depth. Presents a compelling argument for inclusion of the resource in the project. The type, quantity, and/or quality of evidence resonate with the claims, argument, and structure of the paper. Irrefutable evidence from theoretical, academic, and practical sources is convincingly presented. Covers topic in-depth with extensive details and examples. Subject knowledge is excellent. The content is written clearly and concisely. Ideas universally progress and relate to each other. The presentation gives the audience a clear sense of the main idea. Summary of paper is clearly evident to the reader. Arguments support all claims with clarity, order, and richness of detail. Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized. Comments In-text citations and a references page are complete. The documentation of cited sources is free of errors. Points Earned Chriss200 -Assignment Topic 2 Week 2 Some sites I looked at. But let me stay out of your lane I will attach Table 1 that shows the checklist items. ✓ From Table 1 I personally feel FEEDBACK AND CONTENT ARE THE MOST INPORTANT WHEN EALUAING ELL STUDENTS ✓ URL: https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1545-7249.2007.tb00059.x ✓ Table 1 in "Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms" describes Concepts, Principles, and Checklist Items that can be used to evaluate assessments. Select two of the Checklist Items you think are extremely important when evaluating assessments for ELL students. 1. In a 500-750-word essay, describe those items, and defend why you believe they are of particular importance. 2. Support this assignment with at least three scholarly resources. Target 100% Points 100% 100% Summary of Article: Analyzes items from the assigned article. Presents them with brief summary to provide context for the reader. Analysis: Two items from article adequately described and the importance of each justified. 25.0 Thoroughly presents all of the information to portray a clear chronology as well as richness of detail. 35.0 An analysis of both of the items is described in detail and in depth. Presents a compelling argument for inclusion of the resource in the project. The type, quantity, and/or quality of evidence resonate with the claims, argument, and structure of the paper. Irrefutable evidence from theoretical, academic, and practical sources is convincingly presented. Topic Knowledge 10.0 Covers topic in-depth with extensive details and examples. Subject knowledge is excellent. Content Cohesiveness 10.0 The content is written clearly and concisely. Ideas universally progress and relate to each other. The presentation gives the audience a clear sense of the main idea. Conclusion 5.0 Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0 Summary of paper is clearly evident to the reader. Arguments support all claims with clarity, order, and richness of detail. Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized. APA Format and Style Requirements 5.0 n-text citations and a references page are complete. The documentation of cited sources is free of errors. 3. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 4. An abstract is not required. 5. This assignment uses a rubric. 6. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Reading Resources Making Content Comprehensible for English Learners 1. Read Chapter 9 -10 URL: Read Chapters 9-10. URL: http://www.gcumedia.com/digital-resources/pearson/2016/making-content-comprehensible-for-english-learners_the-siopmodel_ebook_5e.php 2. URL: Read "Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms," by Smith, Teemant, and Pinnegar, from Multicultural Perspectives (2004). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=12795771&site=edslive&scope=site 3. Read "Using Student-Involved Classroom Assessment to Close Achievement Gaps," by Stiggins and Chappuis, from Theory into Practice (2005). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN =edsjsr.3496986&site=eds-live&scope=site 4. Read “Providing Feedback on ESL Students’ Written Assignments,” by Williams, from The Internet TESL Journal (2003).URL: http://iteslj.org/Techniques/Williams-Feedback.htm 5. Read “Using Informal Assessments for English Language Learners,” located on the Colorin Colorado website. URL: http://www.colorincolorado.org/educators/assessment/informal/ 6. Read "Reasons for the Misidentification of Special Needs among ELLs," by Hamayan, Marler, Sanchez-Lopez, and Damico, located on the Colorín Colorado website. URL: http://www.colorincolorado.org/article/40715/ 7. 8. 9. Read "English Language Proficiency Assessment Foundations: External Judgments of Adequacy," by Bailey and Heritage, located on the EVEA Project website. URL: http://www.eveaproject.com/doc/Generic%20ELPA%20Foundations%20Document%20FINAL%208%202%2010.pdf ...
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chriss200
School: University of Maryland

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Running Head: Evaluating and Selecting Assessments

Evaluating and Selecting Assessments
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ESL 533
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1

Evaluating and Selecting Assessments

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Evaluating and Selecting Assessments
Assessment is an essential step in educating learners. Assessments are essential for
placement of instruction within the classrooms. This paper discusses two checklist items used to
evaluate assessments. The paper also presents the importance of the checklist items. All checklist
items discussed in the text are essential, but some are essential when evaluating assessments for
ELLs.
Checklist Items
The first checklist item that is essential when evaluating assessments for ELL students is
feedback (Smith, Teemant & Pinnegar, 2004). Feedback item checks whether the assessment
provides timely and actionable feedback to students about the quality of their work and steps for
learning. Feedback also checks for the usefulness of the scores and reports to stakeholde...

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