ble572 | Graduate

Assessment

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This course provides K-12educators with a foundational understanding of assessment practices for bilingual learners. Participants examine the relationship between language acquisition and assessment and its influence on planning, teaching, and assessing. Instructional methods to support language development and content area instruction for bilingual learners are also explored.

This graduate-level course is 4 weeks To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 4 weeks

topic title goes here

    Purpose and Planning of Assessment for Culturally and Linguistically Diverse Learners

    • Explain why high-stakes, formal assessments are not valid or reliable for bilingual learners.
    • Describe problematic consequences of an increasing emphasis on standardized/formal assessment for bilingual learners.
    • Explain the process and rationale of a planning chart that aligns to learning goals, instruction, and assessment.
    • Describe the role of taxonomies as an aid for writing learning goals.
    • Explain why assessment is essential to success as a teacher.
    • Define similarities and differences among the three purposes of assessment.
    • Describe the implications for classroom assessment practices of linguistically diverse students.
    • Discuss teacher readiness for diversity, and its implications for bilingual learner achievement outcomes.

    Authentic Assessment

    • Describe key characteristics of authentic assessments.
    • Identify the advantages of performance-based assessments and portfolio assessments.
    • Explain the importance of using rubrics, checklists, and questionnaires for authentically assessing bilingual learners.
    • Detail the steps for creating a rubric and checklist for authentically assessing bilingual learners.

    Content Area Assessment

    • Differentiate between formative and summative content area assessments.
    • Explain the role of language development and content area assessments.
    • Describe the characteristics of content area assessments for the bilingual learner.
    • Identify questions grade-level teachers should consider when creating content area assessments for bilingual learners.

    Language Proficiency Assessment

    • Explain the need to assess the bilingual learner’s native language proficiency.
    • Define the five language subsystems.
    • Describe the role of the home language survey results in instructional planning.
    • Compare the types of formal and informal language proficiency assessments.
    • Evaluate the process of identification, placement, and monitoring for language support of the bilingual learner.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

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    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

    Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.

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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.