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"Degrees & Programs"

CTEL/502

Assessment and Instruction

Online

Format

$700

Estimated Tuition

credits

Total credits

weeks

Course length

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Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level: Continuing Teacher Education

This course discusses instruction in the content areas, using both the first language and the second language, and principles for standards-based assessments, as well as the roles, purposes, and different types of assessments. Effective language and content-area assessments and foundations for programs for English learners and English language literacy are also analyzed.  The course also examines English Language Development (ELD) and Specifically Designed Academic Instruction in English (SDAIE), as well as resources, approaches and methods, listening and speaking, and reading and writing. In order for the University of Phoenix to issue Crosscultural, Language, and Academic Development (CLAD) Institutional Recommendation a candidate must meet the following requirements: All coursework for certification must have been completed within the last five (5) years. Candidates must earn a grade of C or better on all coursework for certification. A candidate must complete a minimum of one CTEL course with the university. This course is designed specifically for holders of a valid California Teaching Credential (or equivalent, see below) seeking a California English Learner Authorization and Cross-cultural, Language and Academic Development (CLAD) Certificate

Prerequisites

This course requires the student to have a valid California Teaching Credential, Single Subject, Multiple Subject, Life, Preliminary, Speech-Language Pathology or Clinical or Rehabilitative Sciences Credential with Special Class Authorization, School Nurse Services Credential with a Special Teaching Authorization in Health, Visiting Faculty Permit, Children's Center Permit (excluding emergency) or Child Development Permit (excluding Assistant and Associate Permits) that authorizes the holder to provide instruction to pupils.

You will be required to upload proof of this requirement during the checkout process.

PLEASE NOTE: The following are not appropriate prerequisite credentials or permits: Emergency Permits, Provisional Internship Permits, Short-Term Staff Permits, District Intern Credentials, University Intern Credentials, Exchange Credentials Sojourn, Certified Employee Credentials, or Services credentials without a special class authorization.

What you'll learn

Course skills and outcomes

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.

Language and Content-Area Assessment

  • Examine the formal and informal ELD and content-area assessments’ characteristics, advantages, and limitations.
  • 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.

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

  • Evaluate connections between oral and written language.
  • Analyze students’ individual factors affecting their English language literacy development.
  • Determine pedagogical practices that affect English language literacy progress throughout different curriculum.
  • 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.
  • 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)

  • 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.
  • Apply procedures and strategies used in SDAIE to plan and implement content-area instruction.
  • Identify the components of effective instructional delivery in ELD and SDAIE.
  • Identify the similarities and differences between ELD and SDAIE.
  • Design lesson objectives and assessments addressing both ELD and content standards appropriate to ELD learners’ English level proficiency.

Why UOPX

Why take courses at University of Phoenix

Accreditation that matters

We’ve been accredited by the Higher Learning Commission (hlcommission.org) for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Next Steps

Start a conversation about your future with an enrollment representative today.

Start a conversation about your future with an enrollment representative today.

Call (844) 937-8679

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Credit Transfer

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