Content Area Assessment

O’Malley & Pierce Chapter 7: Content Area Assessment

Assessment of content areas was discussed in this chapter. Not only was there discussion on assessment, it included rubrics, checklists, useful information on content area instruction and task ideas to help increase thinking, language, and writing skills. Scaffolding was included, in explaining using it in the content areas, it listed examples in different areas using with/without scaffolding. For every content area that was discussed, it included ways in which a teacher can integrate language, writing, and thinking skills, and most importantly prior knowledge.
In reflecting upon the reading, I was thinking-I am so glad there are other people/researchers trying to make a difference for the minority student! In looking over the figures, and thinking about how to adapt them to my students and class is sometimes overwhelming. I am thinking and reflecting upon how in 5 to 10 years, how will I be feeling? Will I still feel overwhelmed? Will I be reading about research about Yup’ik language revitalization? I am so glad this is the last reading for this class! I am so tired.

Standardized Assessment of the Content Knowledge of ELL K-12

Butler, F. & Stevens, R. (2001). Standardized assessment of the content knowledge of English Learners K-12: Current trends and old dilemmas. Language Testing. 18 (4). pp. 409-427.

In this reading the issue of standardized assessment and the English language learner (ELL) was discussed. The ELL in some states is not included because of the length of time in class and language proficiency issues. So, the representation of the ELL becomes an issue. The use of accommodation was mentioned. Research in the use of accommodations for the ELL varied in their results, from negative, positive, and no difference. The impact of these studies resulted in finding out about the opportunity to learn (OTL) was lacking for the ELL. They found that the ELL was not exposed to content items in those assessments, therefore making those assessments not valid and reliable. In discussing the current trends, the authors suggest that those involved: applied linguists, language testers, psychometricians, classroom teachers, district, state and federal officials and those involved in educating the ELL to work collaboratively to come up with solutions to this issue.
This reading was like re-reading a few of the chapters and articles from past reading, which was good. In reading about the issues of the ELL, it would seem that there needs to be professional development courses required by every school district. In understanding assessment and the language learner, a teacher could benefit by making the classroom experience richer, both mentally and physically.