esl504 | Graduate

Assessment Of Limited-english Prof Student

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This course will introduce assessment strategies in the area of literacy/biliteracy development. Assessments, both standardized and authentic, will also be discussed with regard to appropriate use with English Language Learners (ELLs). It addresses issues associated with the interdependent relationship between teaching and assessment in addition to effective parental and/or community involvement in literacy development.

This graduate-level course is 6 weeks This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

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

topic title goes here

    Assessment and Intervention

    • 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 bilingual/biliteracy programs.
    • Evaluate the interaction between first and second language literacy processes.
    • Review guiding principles to foster biliteracy instruction.
    • Evaluate options for assessing ELL students' cognitive and academic abilities.

    Assessment of Parental and/or Community Involvement with Literacy(Conceptual Framework Theme(s) addressed: Leading through Innovative Practice, Valuing Diversity)

    • 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.

    Progress of Second Language Acquisition(Conceptual Framework Theme(s) addressed: Leading through Innovative Practice)

    • Identify literacy skills assessed in educational settings.
    • 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.

    Reading and Writing Assessment(Conceptual Framework Theme(s) addressed: Advocating for Learning)

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

    Content Area Assessment(Conceptual Framework Theme(s) addressed: Advocating for Learning)

    • Identify how demographics have impacted content assessment.
    • Examine features of reading that pose difficulty to ELLs.
    • Analyze how assessment impacts instructional practices in educational settings.
    • Compare and contrast the characteristics and uses of standardized and informal assessments.
    • Develop appropriate rubrics to assess reading, writing, listening, and speaking proficiencies in a literacy-embedded project for ELLs.

    Policy and Rationale for Assessment(Conceptual Framework Theme(s) addressed: Advocating for Learning)

    • Determine the purpose for assessment of ELLs.
    • Examine standard-based reforms.
    • Analyze assessment accommodations/modifications for ELLs.
    • Discern the relationship between standards, assessments, and educational planning.
    • Explore assessment and its link to educational services for ELLs.
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