eld504 | Graduate

Assessment Of English Learners

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This course discusses standardized and authentic assessments and assessment strategies in the areas of literacy and biliteracy development of English Learners.  Issues associated with the interdependent relationship between teaching and assessment are addressed in addition to effective parental and/or community involvement in literacy development.

This graduate-level course is 6 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    Assessment and Intervention

    • Review guiding principles to foster biliteracy instruction.
    • Evaluate options for assessing English learners’ cognitive and academic abilities.
    • Determine the appropriateness of various assessments tools used to measure literacy proficiencies.
    • Examine the relationship between language assessment and literacy instruction.
    • Explain the evolution of English learner programs
    • Evaluate the interaction between first and second language literacy processes.

    Reading and Writing Assessment

    • Analyze implications and applications for instructional literacy practices.
    • Examine research related to reading and writing assessment.
    • Analyze research regarding the assessment of reading comprehension strategies for English learners.
    • Select appropriate pre-reading, during-reading, and post-reading strategies.

    Assessment of Parental and/or Community Involvement with Literacy

    • Synthesize research implications for effective parental and/or community involvement.
    • Apply research findings to enhance parental and/or community involvement.
    • Identify characteristics associated with diverse educational and/or work communities.

    Content Area Assessment

    • Compare and contrast the characteristics and uses of standardized and informal assessments.
    • Develop appropriate rubrics to assess reading, writing, listening, and speaking proficiencies.
    • Identify how demographics have impacted content assessment.
    • Examine features of content area reading that pose difficulty to English learners.
    • Analyze how assessments influence instructional practices in educational settings.

    Policy and Rationale for Assessment

    • Determine the purpose for assessment of English learners.
    • Examine standard-based reforms.
    • Analyze assessment accommodations or modifications for English learners.
    • Discern the relationship among standards, assessments, and instructional planning.
    • Explore assessment and its link to educational services for English learners.

    Process of Second Language Acquisition

    • Describe the relationship between first and second language literacy.
    • Analyze the connection between oral language and literacy development.
    • Demonstrate facilitative approaches to enhance language growth.
    • Identify literacy skills assessed in educational settings.
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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.