ctel502 | Graduate
Assessment And Instruction
This graduate-level course is 8 To enroll, speak with an Enrollment Representative.
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Language and Content-Area Assessment
- Analyze strategies for interpreting and applying assessment results from oral language, reading and writing, and the content area.
- Describe the teacher’s process for identifying student variations in performance and recognizing when a student needs extra attention or referrals for additional help.
- Analyze student assessments and assessment results in order to modify and differentiate both language and content instruction, including scaffolding for ELD and content-area material.
- Examine the formal and informal ELD and content-area assessments’ characteristics, advantages, and limitations.
Foundations of Programs for English Learners
- Examine historical, legal, and legislative foundations of educational programs, federal and state requirements for program implementation, and political foundations for English learners.
- Evaluate basic empowerment and equity issues in the education of English learners and the effects of district and school philosophies on educational policies for English learners.
- Analyze the philosophy/assumptions, characteristics, and research on the effectiveness of various types and models of programs, and examine parent notification rights within these programs.
- Analyze program components to determine specific programs for helping English learners.
- Evaluate similarities and differences between ELD and SDAIE, and their benefits for English learners.
Foundations of English Language Literacy
- Analyze students’ individual factors affecting their English language literacy development.
- Determine pedagogical practices that affect English language literacy progress throughout different curriculum.
- Evaluate connections between oral and written language.
- Design appropriate methods and scaffolding strategies for developing English learners’ reading and writing proficiency in English throughout curriculum.
- Analyze instructional issues relating to long-term English learners.
- Analyze the connection between oral language and literacy development.
- Demonstrate facilitative approaches to enhance language growth.
- Identify literacy skills assessed in educational settings.
ELD and SDAIE Instruction; Planning, Organization, Effective Instruction, and Resources
- Identify physical settings that support student interactions for ELD students.
- Demonstrate knowledge of team teaching, peer tutoring, utilizing technologies, and working with bilingual professionals.
- Evaluate strategies for involving families and the community to promote student achievement.
- Apply scaffolding strategies for providing English learners with needed support to successfully complete tasks requiring academic language proficiency.
- Demonstrate the ability to check for comprehension during instruction.
ELD Approaches and Methods to Listening, Reading, Speaking, and Writing
- Demonstrate knowledge for modifying age- and grade-level appropriate materials and resources to meet the academic needs of English learners.
- Identify appropriate multi-cultural materials for language and content-area learning.
- Apply technological resources to enhance language and content-area instruction for English learners.
- Identify Internet resources for effective ELD and core content-area instruction.
- Apply ELD and ELA standards at different proficiency levels in listening and speaking to content-area instruction.
- Apply ELD and ELA standards at different proficiency levels in reading and writing described in the RLA framework and emphasized in the CELDT reading component to content-area instruction.
Specially Designed Academic Instruction Delivered in English (SDAIE)
- Apply procedures and strategies used in SDAIE to plan and implement content-area instruction.
- Design lesson objectives and assessments addressing both ELD and content standards appropriate to ELD learners’ English level proficiency.
- Demonstrate understanding of instructional planning, organization, and delivery of instruction through ELD and SDAIE.
- Identify ways to provide students with engaging oral and written input with contextual support.
- Identify the components of effective instructional delivery in ELD and SDAIE.
- Identify the similarities and differences between ELD and SDAIE.
Principles of Standards-Based Assessment and Instruction
- Analyze how the California ELD standards reinforce the English Language Arts (ELA) standards, including the difference between English learners’ achievement of ELD standards and achievement of ELA standards.
- Demonstrate understanding of state-mandated standardized assessments, as well as assessments in programs for English learners, and examine how to apply data results to instruction.
The Role, Purposes, and Types of Assessment
- Develop strategies to address the needs of English learners through differentiated, standards-based assessment and instruction.
- Analyze how to develop differentiated instruction using ELD and content standards and based upon the results of formative and summative assessments, as well as on students’ measured English skill level.
- Analyze various types of classroom assessments for English learners.
- Analyze how reliability, validity, and test bias, including cultural and linguistic bias, affect English learners.
- Evaluate the importance of selecting and applying classroom assessments for English learners to demonstrate their knowledge of content with regard to their skill level of the English language.
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