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.

Writing Assessment Chapter 6

O’Malley & Pierce, Chapter 6: Writing Assessment

The writing assessment chapter discussed the variety of ways to assess writing, with the English language learner (ELL) in mind. In the “nature of writing” (p. 136) the article mentioned that the writing shouldn’t just be an end product, it should be looked and viewed as a process that a student actively participates in. In this process the student participates through self and peer assessment, and conferencing with the teacher. These assessments include checklists and rubrics, surveys of interests and awareness, learning logs, dialogue journals that are shared and reviewed by both the teacher and student. By sharing and conferencing with the student a teacher can use these as opportunity for instruction. When a student sees a connection with their writing and some kind of score (or purpose), it will help them become proficient writers.
The writing assessment chapter was helpful in clarifying the use and development of rubrics and checklists. The discussion on the difference in the use of a holistic and analytic rubric was very helpful. By being specific and by having tables to show exactly what is being discussed is very helpful in my understanding of authentic assessment.

Reading Assessment and Instruction - Chapter 10

Peregoy & Boyle article: Reading Assessment and Instruction (chapter 10)

This chapter was on analytic reading assessment and instruction. In large part it discussed informal reading inventory as another way to assess reading, in addition to a variety of types of assessments, a “multidimensional” (p. 373) approach. This way the teacher can get a better picture of the student, by gathering as much information through a variety of assessments. The self-assessment by the student was mentioned as an important element. Along with self-assessment, the importance of prior knowledge was mentioned in the article discussed for the ELL along with knowing what interested the students, their life experiences and what they wanted to achieve. Also it discussed in length how we as teachers can use data we gather from student oral language, reading and writing to help us guide the student to a more balanced instruction meeting their needs.
Reading about one teacher’s process of doing an IRI for a middle school student helped clarify the process of doing one. In finding out a student’s levels in reading was shown. There is independent, instructional, and frustration levels. I can see from the sample readings, the teacher in my school would have to work on background building, vocabulary, and making connections to what the student knows, to make these assessments make sense.
An activity that I use for my emergent readers is the Echo Reading. We go over the vocabulary words, and make connections. I have the students look at the book first, I tell them to look at pictures, the words, the letters, etc. I then read page by page, pointing to words and pictures. After this is done, we echo read. After we echo read, I have the students “read” to each other. This helps me see who needs may need re-teaching or more work somewhere.

Reading Assessment:: Chapter 5-O'Malley & Pierce

O’Malley & Pierce Chapter 5: Reading Assessment

Chapter five is a chapter that every teacher should read! It is a chapter that describes authentic assessment of reading. It was good to read about the relationship between reading in the first language and reading in a second language. The importance of knowing that reading is not only the combination of decoding and oral language, making inferences and evaluating what is read. It involves knowledge of the world, as well as language knowledge. Using the student’s funds of knowledge was mentioned to enhance reading. Reading in the second language involves the same process as the first language. The differences in first and second language reading are that in the level of proficiency and the student’s experiences. Experiences in learning to read may vary for each individual in learning to read, some may have extensive learning to read experiences, while some hardly have any experience. It was suggested in the reading, that it would be beneficial for the second language learner be taught reading by building the activities and lessons on the prior knowledge and experiences of the students.
Providing time in the classroom in teaching reading overall is said to increase reading acquisition. Making connections to student’s prior knowledge and experiences, collaboration with peers are all part of leading a student to become a proficient reader. This is a very important aspect that most teachers need to remember, especially in my region; the social nature of learning. The community, be it peers, family, community at large is a very important element in child rearing and teaching. Having the students observe and then have them try it on their own. If they don’t succeed, they need to be taught directly (be it comprehension skill, or other reading elements.) and then have them try it, then assess.
The process for authentic assessment in reading involves identifying purpose, plan for assessment, involve students, develop rubrics/scoring procedures, and setting standards. The chapter did an outstanding job of providing examples of assessments to use in assessing reading. It was helpful to read about the examples of types of comprehension activities to administer in assessing students. I think that retelling using story maps would be most effective for my students. I would have the students draw, because my students are emergent second language learners. Another good assessment tool would be a student reading journal log, where I would have the students write or draw what they have learned in our reading and writing lesson. Of course I would have to model and teach the students what this would look like and my expectations. The teacher observation list was helpful in that the chapter also provided excellent examples of what these look like.
Overall, this was a good chapter to study and read. It provided concrete examples that I could look at and study.

Disproportionate Representation of Diverse Students in Special Edeucation by Ochoa

Ochoa, S. Disproportionate Representation of Diverse Students in Special Education – Understanding the Complex Puzzle

It was interesting to read about the ongoing issue of the disproportionate representation of the minority student in special education. This issue has been questioned and reported by several organizations, the issue is still being questioned and reported to this day.
It was interesting to read about how some of the students that were labeled as needing special education, did not need it at all. I was amazed at some of the reasons given as to why some of these students were put into special education. The instruction that a lot of the students received was inappropriate. Some teachers are not prepared to deal with students whose first language is other than English.
The counselors and school psychologists are not properly trained to deal with minority students whose language and culture is different as well. The tests and assessment that they give to a lot of the students were given inappropriately. They may have used interpreters, translators who did not have proper training to give and or aide in the assessments. Lack of training was said to be the link that may have resulted in some of the placement of students.
In offering solution the authors mentioned that as complex as the disproportionate representation is for diverse student, the solutions are just as complex. Collaboration between the educators and practitioners were “encouraged so that together they can address the influence of systemic school factors (p. 40).”

Dynamic Assessment in the Language Classroom

Poehner & Lantolf: Dynamic Assessment in the Language Classroom

Dynamic assessment (DA) is described as being an intervention between the examinee and examiner.
Vygotsky’s zone of proximal development (ZPD) was extensively covered in regards to DA. The important issue I came away with was that an educator needs to “rethink how to connect teaching with development in a systematic and meaningful way" (p. 236). A single assessment shouldn’t be taken as a total picture of an individual, it is only a small portion of the bigger picture. I came away understanding that an individual was developing – always developing understanding and learning. Using what individual is coming with and using that to extend the development of learning for future learning. The assessment and instruction are seen as being used together to develop an individual who is going to succeed as a learner.
In the discussion on the interpretation of the ZPD in DA research the article discusses that there are two approaches to DA. The first being interventionist DA; as in pre-test, treatment, post-test (quantitative interpretation of the ZPD). The other is the interactionist DA; instruction-learning over measurement, which is the qualitative interpretation of ZPD. (p. 239). The article suggests that the teacher and student work together so the student can succeed. Feuerstein’s “mediated learning experience (MLE)-(p.240) was discussed. In this approach the teacher is the mediator who works with the students in the learning experience.
The article covered DA and L2 development by showing and discussing concrete examples of interactionist DA procedures. It was interesting to see and read about the negative and positive way the interactions can affect how a student can learn from en experience. In realizing the ZPD, a mediator can positively influence the development of a learner.
In explaining formative assessment (FA), the article discussed the positive elements of FA in the classroom. There is what’s called “planned” and “incidental” FA. In the planned FA, direct testing is done, most often by using scales. While in incidental FA, the student and teacher are involved in conversation during the course of the day. There was mention of internal and external FA. One that involved questioning and probing, and the other the teacher and student reflect upon what the student is accomplishing. There was a brief discussion on scaffolding and how this can be looked upon as either negative or positive. The question of scaffolding contributing to future development was the topic. As for now, it helps the student to see and hear, and work with others who aid in their understanding of tasks, or concepts.
Dynamic assessment and Vygotsky’s zone of proximal development was made clearer in my mind in reading this article. The assessment process should be a learning experience for both the student and teacher.