Chapter Eight
English Language Arts/
English Language Development
Framework
Adopted by the California State Board of Education, July 2014
Published by the California Department of Education
Sacramento, CA
Assessment Chapter 8
Page Chapter at a Glance
822 Purposes of Assessment
825 Assessment Cycles
829
835 Short-Cycle Formative Assessment
835 Medium-Cycle Assessment
836
838 End-of-Unit Assessments
839 Interim or Benchmark Assessments
841 Assessing ELD Using Medium-Cycle Evidence
842 Long-Cycle Assessment
842 Ensuring Accessibility for ELs on Long-Cycle Assessments
844 Additional Methods of Medium- and Long-Cycle Assessment
845 Rubrics
846 Por olios
847 Student Involvement
848 Feedback
849 Teacher Feedback
850 Peer Feedback
851 Self-Assessment
856 Assessment of ELD Progress
858 Assessing ELD Progress in Writing
859 Assessing ELD Progress in Oral Language
859 Assessment for Intervention
860 Universal Screening (Medium Cycle)
861 Diagnostic Assessment (Medium Cycle)
864 Progress Monitoring (Short or Medium Cycle)
864 Mandated California Assessments
865 Computer Adaptive Tests
865 Performance Tasks
866 Assessments for Students with Signi cant Cognitive Disabilities
867 Biliteracy Assessment
868 English Language Pro ciency Assessment
Technical Quality of Assessments
Elements of Technical Quality
Assessment C h a p ter 8 | 8 19
Page Chapter at a Glance (cont.)
868 Validity
868 Reliability
869 Freedom from Bias
870 Technical Quality and Formative Assessment
872 Conclusion
873 Works Cited
S tudent achievement of the CA CCSS for ELA/Literacy and the CA ELD Standards depends on
educators’ skilled use of assessment information. With the institution of these standards,
the landscape of assessment and accountability in California is experiencing a dramatic shift.
Not only do the standards present new goals for California educators as depicted in the outer ring of
figure 8.1, but the implementation of the California Assessment of Student Performance and Progress
(CAASPP) system represents a major shift in the intent of statewide assessment: “It is the intent of
the Legislature . . . to provide a system of assessments of pupils that has the primary purposes of
assisting teachers, administrators, and pupils and their parents; improving teaching and learning; and
promoting high-quality teaching and learning using a variety of assessment approaches and types”
(Education Code 60602.5[a]). This shift is consonant with major emphases in California’s standards
for college and career readiness: a renewed focus on purposeful and deeper learning for students
and their teachers, strong collaboration and partnerships at all levels of education, and a culture of
continuous growth based on reflective practice.
Figure 8.1. Circles of Implementation of ELA/Literacy and ELD Instruction
820 | Chapter 8 Assessment
T h i s c h a p ter d esc r i b es th e sc o p e o f a ssessment a nd i ts sk i l l ed u se to su p p o r t stu d ent a c h i ev ement
o f th e C A C C S S f o r E L A/ L i ter a c y a nd th e C A E L D S ta nd a r d s— a nd u l ti ma tel y th e o v er a r c h i ng g o a l s o f
E L A/ l i ter a c y a nd E L D i nstr u c ti o n: stu d ents d ev el o p th e r ea d i ness f o r c o l l eg e, c a r eer s, a nd c i v i c l i f e;
a tta i n th e c a p a c i ti es o f l i ter a te i nd i v i d u a l s; b ec o me b r o a d l y l i ter a te; a nd a c q u i r e th e sk i l l s nec essa r y
f o r l i v i ng a nd l ea r ni ng i n th e 2 1 st c entu r y . ( S ee o u ter r i ng o f
figure 8.1.) Both sets of standards, as discussed throughout Both sets of standards,
th i s ELA/ELD Framework, constitute shifts that have significant as discussed throughout
i mp l i c a ti o ns f o r a ssessment.
F r o m th e o u tset, th e c o h er ent str u c tu r e o f th e C A C C S S f o r this ELA/ELD Framework,
E L A/ L i ter a c y a nd C A E L D S ta nd a r d s f r o m k i nd er g a r ten th r o u g h constitute shi s that have
g r a d e tw el v e l end s i tsel f to ef f ec ti v e a ssessment p r a c ti c es. signi cant implications for
M a p p i ng th e C A C C S S f o r E L A/ L i ter a c y w i th i n ea c h str a nd assessment.
( R ea d i ng , W r i ti ng , S p ea k i ng a nd L i steni ng 1 , a nd L a ng u a g e)
b a c k w a r d s f r o m th e C o l l eg e a nd C a r eer R ea d i ness ( C C R )
Anc h o r S ta nd a r d s, ma k es c l ea r w h a t stu d ents a r e to k no w a nd b e a b l e to d o a t ea c h g r a d e a nd a l so
d emo nstr a tes th e r el a ti v el y sma l l nu mb er o f b r o a d c o mp etenc i es to a ssess a s stu d ents mo v e f r o m
no v i c e to ex p er t. S i mi l a r l y , th e o r g a ni z a ti o n o f th e th r ee p a r ts o f th e C A E L D S ta nd a r d s ( “ I nter a c ti ng
i n M ea ni ng f u l W a y s, ” “ L ea r ni ng Ab o u t H o w E ng l i sh W o r k s, ” “ U si ng F o u nd a ti o na l L i ter a c y S k i l l s” ) h el p s
tea c h er s ma k e i mp o r ta nt i nstr u c ti o n a nd a ssessment d ec i si o ns f o r E L s b y g r a d e l ev el and E ng l i sh
language proficiency level.
M ea ni ng f u l l y , b o th sets o f sta nd a r d s enc o mp a ss th e f u l l sp ec tr u m o f l a ng u a g e a nd l i ter a c y
c o mp etenc i es f r o m k i nd er g a r ten th r o u g h g r a d e tw el v e, th er eb y p r o v i d i ng ma ny o p p o r tu ni ti es f o r
stu d ents to a p p l y a nd tr a nsf er sk i l l s f r o m th e ea r l i est g r a d es. T h e sta nd a r d s enc o u r a g e ed u c a to r s to
th i nk b r o a d l y a nd p l a n i nstr u c ti o n c o mp r eh ensi v el y . “ [ E ] a c h sta nd a r d need no t b e a sep a r a te f o c u s
f o r i nstr u c ti o n a nd a ssessment. O f ten, sev er a l sta nd a r d s c a n b e a d d r essed b y a si ng l e, r i c h ta sk [ , so
th a t] stu d ents c a n d ev el o p mu tu a l l y r ei nf o r c i ng sk i l l s a nd ex h i b i t ma ster y . . . a c r o ss a r a ng e o f tex ts
[and tasks]” (CDE 2013a, 4–5).
Importantly, the standards I mp o r ta ntl y , th e sta nd a r d s r ec o mmend th a t
recommend that language and l a ng u a g e a nd l i ter a c y l ea r ni ng b e c o nnec ted w i th
literacy learning be connected with th e a c a d emi c d i sc i p l i nes f r o m th e ea r l i est g r a d es
the academic disciplines from the o nw a r d . Assessment, th en, sh o u l d ena b l e ed u c a to r s
to d eter mi ne a stu d ent’ s tr a j ec to r y i n d ev el o p i ng
earliest grades onward. Assessment, proficiency in language and literacy within and across
then, should enable educators to th e y ea r s a nd th e d i sc i p l i nes.
determine a student’s trajectory in
developing pro ciency in language T h e c h a p ter b eg i ns w i th a n ex p l a na ti o n o f th e
and literacy within and across the d i f f er ent p u r p o ses o f a ssessment— b o th for a nd of
years and the disciplines. l ea r ni ng . C y c l es o f a ssessment— sh o r t, med i u m, a nd
l o ng — a r e th en d i sc u ssed , i nc l u d i ng th e ty p es a nd
p u r p o ses o f a ssessment w i th i n ea c h ti me f r a me a nd
th e d ec i si o ns th a t ea c h a ssessment ty p e c a n i nf o r m.
S na p sh o ts o f tea c h er u se o f a ssessment a r e i nc l u d ed th r o u g h o u t th e d i sc u ssi o n o f a ssessment c y c l es.
T h e r o l e o f stu d ent i nv o l v ement a nd f eed b a c k i n a ssessment i s h i g h l i g h ted , f o l l o w ed b y g u i d a nc e f o r
a ssessment o f E L D p r o g r ess a nd d esc r i p ti o ns o f a ssessment f o r i nter v enti o n. I n a d d i ti o n, th e c h a p ter
1 As no ted th r o u g h o u t th i s f r a mew o r k , sp ea k i ng a nd l i steni ng sh o u l d b e b r o a d l y i nter p r eted . S p ea k i ng a nd l i steni ng sh o u l d
i nc l u d e d ea f a nd h a r d o f h ea r i ng stu d ents u si ng Amer i c a n S i g n L a ng u a g e ( AS L ) a s th ey p r i ma r y l a ng u a g e. S tu d ents w h o a r e
deaf and hard of hearing who do not use ASL as their primary language but use amplification, residual hearing, listening and
sp o k en l a ng u a g e, c u ed sp eec h a nd si g n su p p o r ted sp eec h , a c c ess th e g ener a l ed u c a ti o n c u r r i c u l u m w i th v a r y i ng mo d es o f
c o mmu ni c a ti o n.
Assessment C h a p ter 8 | 8 21
p r esents a b r i ef o v er v i ew o f ma nd a ted sta tew i d e a ssessments a nd c o nc l u d es w i th a c o nsi d er a ti o n o f
th e tec h ni c a l q u a l i ty o f a ssessments to ensu r e th a t a ssessments y i el d a c c u r a te i nf o r ma ti o n f o r th ei r
i ntend ed p u r p o ses.
T h i s c h a p ter c a n b e u sed i n sev er a l w a y s. As a so u r c e o f p r o f essi o na l l ea r ni ng f o r tea c h er s a nd
sc h o o l a nd d i str i c t l ea d er s, th e c h a p ter p l a y s a c r i ti c a l r o l e i n str eng th eni ng ed u c a to r s’ a ssessment
l i ter a c y — th ei r k no w l ed g e a nd u nd er sta nd i ng o f a ssessment p r a c ti c es a nd a p p r o p r i a te u ses o f
a ssessment ev i d enc e to sh a p e p o w er f u l i nstr u c ti o n. T h e c h a p ter p r o v i d es tea c h er s a nd l ea d er s
a str u c tu r e f o r ex a mi ni ng th e ty p es o f a ssessment p r a c ti c es a nd so u r c es o f a ssessment ev i d enc e
c u r r entl y i n u se i n sc h o o l s a nd f o r p r o p o si ng need ed a d d i ti o ns a nd a d j u stments. T h i s c h a p ter f ea tu r es
f o r ma ti v e a ssessment a s a p r o c ess a nd r ec o mmend s th a t i t b e th e f o c u s o f i n d ep th p r o f essi o na l
l ea r ni ng a nd su p p o r t, i nc l u d i ng d i a l o g u e w i th p eer s, c l a ssr o o m p r a c ti c e o f new a p p r o a c h es, a nd
c o a c h i ng .
Purposes of Assessment
Assessments a r e d esi g ned a nd u sed f o r d i f f er ent p u r p o ses. F o r ex a mp l e, a n a nnu a l a ssessment
designed to assess how well students have met a specific standard (e.g., CA CCSS for ELA/Literacy
R I . 4 . 8 : Explain how an author uses reasons and evidence to support particular points in a text) d o es
just that: It indicates whether students have met a specific standard. However, this assessment does
not diagnose a particular reading difficulty a fourth-grade student is experiencing in achieving the
sta nd a r d . N o r d o es i t p r o v i d e su b sta nti v e i nsi g h ts i nto h o w a stu d ent i s b eg i nni ng to u nd er sta nd w h a t
constitutes evidence in a specific text. In the use of any
a ssessment, a c entr a l q u esti o n i s, “ I s th i s a ssessment b ei ng Assessment has two
u sed f o r th e p u r p o se f o r w h i c h i t i s i ntend ed ? ” fundamental purposes: One is
to provide information about
Assessment h a s tw o f u nd a menta l p u r p o ses: O ne i s student learning minute-
to p r o v i d e i nf o r ma ti o n a b o u t stu d ent l ea r ni ng mi nu te- b y - by-minute, day-to-day, and
mi nu te, d a y - to - d a y , a nd w eek - to - w eek so th a t tea c h er s week-to-week so that teachers
continuously adapt instruction to meet students’ specific
need s a nd sec u r e p r o g r ess. T h i s ty p e o f a ssessment i s
i ntend ed to a ssi st l ea r ni ng a nd i s o f ten r ef er r ed to a s continuously adapt instruction
f o r ma ti v e a ssessment o r a ssessment for l ea r ni ng . F o r ma ti v e to meet students’ speci c needs
a ssessment o c c u r s i n r ea l ti me— d u r i ng i nstr u c ti o n— w h i l e and secure progress.
stu d ent l ea r ni ng i s u nd er w a y ( Al l a l 2 0 1 0 ; B l a c k a nd W i l i a m
1 9 9 8 ; B el l a nd C o w i e 2 0 0 0 ; H er i ta g e 2 0 1 0 ; S h ep a r d 2 0 0 0 ,
2 0 0 5 b ) . F o r ex a mp l e, a th i r d - g r a d e tea c h er w o r k i ng w i th sma l l g r o u p s o f stu d ents o n d i sti ng u i sh i ng
th ei r p o i nt o f v i ew f r o m a p a r ti c u l a r a u th o r ’ s v i ew p o i nt g a i ns i nsi g h ts i nto stu d ents’ d ev el o p i ng sk i l l s
th r o u g h th e u se o f str a teg i c q u esti o ns a nd u ses stu d ents’ r esp o nses to a d j u st i nstr u c ti o n.
Although discussed further in the next section, formative assessment is briefly defined in
figure 8.2.
8 22 | C h a p ter 8 Assessment
Figure 8.2. What is Formative Assessment?
What is formative assessment? Formative assessment is a process teachers and
students use during instruction that provides feedback to adjust ongoing teaching moves
and learning tactics. It is not a tool or an event, nor a bank of test items or performance
tasks. Well-supported by research evidence, it improves students’ learning in time to
achieve intended instructional outcomes. Key features include:
1. Clear lesson-learning goals and success criteria, so students understand what
they are aiming for;
2. Evidence of learning gathered during lessons to determine where students are
relative to goals;
3. A pedagogical response to evidence, including descriptive feedback, that
supports learning by helping students answer: Where am I going? Where am I now?
What are my next steps?
4. Peer- and self-assessment to strengthen students’ learning, efficacy, confidence,
and autonomy;
5. A collaborative classroom culture where students and teachers are partners in
learning.
Source
Linquanti, Robert. 2014. Supporting Formative Assessment for Deeper Learning: A Primer for Policymakers.
Paper prepared for the Formative Assessment for Students and Teachers/State Collaborative on Assessment
and Student Standards, 2. Washington, DC: Council of Chief State School Officers.
A second purpose of assessment is to provide information on students’ current levels of
achievement after a period of learning has occurred. Such assessments—which may be classroom-
based, districtwide, or statewide—serve a summative purpose and are sometimes referred to as
assessments of learning. They help determine whether students have attained a certain level of
competency after a more or less extended period of instruction and learning; such as the end of a
unit which may last several weeks, the end of a quarter,
A second purpose of assessment or annually (National Research Council [NRC] 2001).
is to provide information on Inferences made by teachers from the results of these
assessments are used to make decisions about student
students’ current levels of placement, instruction, curricula, interventions, and to
achievement after a period of assign grades. For example, the current state assessment
learning has occurred. Such of English language proficiency, the California English
assessments—which may be Language Development Test (CELDT), measures an EL’s
classroom-based, districtwide, or annual progress in attaining proficiency. School districts
statewide—serve a summative use the results of the annual assessment to make decisions
about the ongoing instructional placement or possible
purpose and are sometimes reclassification of ELs. The English Language Proficiency
referred to as assessments of Assessments for California (ELPAC) are scheduled replace
learning. the CELDT in 2017 or 2018. (See the section on English
language proficiency assessments in this chapter.)
As part of a balanced and comprehensive assessment
system, assessment for learning and assessment of learning are both important. While assessment(s)
of learning usually involve a tool or event after a period of learning, assessment for learning is a
process. Evidence-gathering strategies that are truly formative yield information that is timely and
speci ic enough to assist learning as it occurs. Figure 8.3 presents the key dimensions of assessment
for and of learning and highlights their differences.
Assessment Chapter 8 | 823
Figure 8.3. Key Dimensions of Assessment for Learning and Assessment of Learning
Assessment:
A Process of R easoning from Ev idence to I nform T eaching and L earning
Dimension Assessment for Assessment of learning
learning
M ethod F ormativ e Classroom L arg e- Scale
Assessment Summativ e/ Summativ e
Process I nterim/ Benchmark Assessment
Assessment*
M ain Purpose Assi st i mmed i a te M ea su r e stu d ent E v a l u a te
l ea r ni ng ( i n th e a c h i ev ement o r p r o g r ess ed u c a ti o na l
mo ment) ( ma y a l so i nf o r m f u tu r e p r o g r a ms a nd
tea c h i ng a nd l ea r ni ng ) mea su r e mu l ti - y ea r
p r o g r ess
F ocus T ea c h i ng a nd l ea r ni ng M ea su r ement Ac c o u nta b i l i ty
L ocus I nd i v i d u a l stu d ent a nd G r a d e l ev el / S c h o o l / d i str i c t/ sta te
c l a ssr o o m l ea r ni ng d ep a r tment/ sc h o o l
Priority for H ig h M ed i u m Low
I nstruction
Prox imity to I n- th e- mi d st M i d d l e- d i sta nc e D i sta nt
L earning
During After End
T iming i mmed i a te i nstr u c ti o n tea c h i ng - l ea r ni ng c y c l e o f y ea r / c o u r se
o r seq u enc e o f → between u ni ts/
l esso ns p er i o d i c
Participants T ea c h er a nd S tu d ent S tu d ent S tu d ent
( T - S / S - S / S el f ) ( ma y l a ter i nc l u d e T - S i n
c o nf er enc e)
* Assessment o f l ea r ni ng ma y a l so b e u sed f o r f o r ma ti v e p u r p o ses if a ssessment ev i d enc e i s u sed to sh a p e
f u tu r e i nstr u c ti o n. S u c h a ssessments i nc l u d e w eek l y q u i z z es; c u r r i c u l u m emb ed d ed w i th i n- u ni t ta sk s ( e. g . ,
o r a l p r esenta ti o ns, w r i ti ng p r o j ec ts, p o r tf o l i o s) o r end - o f - u ni t/ c u l mi na ti ng ta sk s; mo nth l y w r i ti ng sa mp l es,
r ea d i ng a ssessments ( e. g . , o r a l r ea d i ng o b ser v a ti o n, p er i o d i c f o u nd a ti o na l sk i l l s a ssessments) ; a nd stu d ent
reflections/self-assessments (e.g., rubric self-rating).
Source
Ad a p ted f r o m
L i nq u a nti , R o b er t. 2 0 1 4 . Supporting Formative Assessment for Deeper Learning: A Primer for Policymakers. P a p er
p r ep a r ed f o r th e F o r ma ti v e Assessment f o r S tu d ents a nd T ea c h er s/ S ta te C o l l a b o r a ti v e o n Assessment a nd S tu d ent
Standards, 2. Washington, DC: Council of Chief State School Officers.
8 24 | C h a p ter 8 Assessment
As figure 8.3 illustrates, assessment for learning—comprising key practices of the formative
a ssessment p r o c ess— o c c u r s d u r i ng i nstr u c ti o n ( o r w h i l e l ea r ni ng i s h a p p eni ng ) a nd a d d r esses
stu d ents’ i mmed i a te l ea r ni ng need s. I nter tw i ned a nd i nsep a r a b l e f r o m tea c h er s’ p ed a g o g i c a l p r a c ti c e,
f o r ma ti v e a ssessment i s a h i g h p r i o r i ty . I t i s esp ec i a l l y i mp o r ta nt a s tea c h er s a ssess a nd g u i d e th ei r
stu d ents to d ev el o p a nd a p p l y a b r o a d r a ng e o f l a ng u a g e a nd l i ter a c y sk i l l s. T h e sp ec i a l no te ( * )
in figure 8.3 indicates that some assessments of learning can be used for formative purposes. In
o th er w o r d s, th ey c a n b e u sed to i nf o r m f u tu r e tea c h i ng
a nd l ea r ni ng a nd no t si mp l y to r ep o r t o n a c h i ev ement o r Intertwined and inseparable
p r o g r ess. T h i s i s o nl y th e c a se if th e ev i d enc e- g a th er i ng from teachers’ pedagogical
to o l a d d r esses both th e f o c u s o f i nstr u c ti o n o f th e p r ev i o u s practice, formative assessment
u ni t and i mmed i a te f u tu r e l ea r ni ng g o a l s. is a high priority. It is especially
important as teachers assess
S c h o o l l ea d er s a nd p r o f essi o na l l ea r ni ng p r o v i d er s
c o nsi d er th e su p p o r t th a t ed u c a to r s r eq u i r e to u nd er sta nd
a nd i mp l ement th e f o r ma ti v e a ssessment p r o c ess f u l l y , and guide their students to
a s w el l a s to u se i nter i m/ b enc h ma r k a nd su mma ti v e develop and apply a broad
a ssessments ef f ec ti v el y . I mp o r ta ntl y , ed u c a to r s ( c l a ssr o o m range of language and literacy
tea c h er s, sp ec i a l i sts, a d mi ni str a to r s, a nd o th er s) i nter p r et skills.
a ssessment ev i d enc e i n o r d er to p l a n i nstr u c ti o n a nd
r esp o nd p ed a g o g i c a l l y to emer g i ng stu d ent l ea r ni ng .
C o l l a b o r a ti v e p r o f essi o na l env i r o nments, su c h a s c o mmu ni ti es o f p r a c ti c e, a r e th e nex u s o f l ea r ni ng ,
a nd th e w o r k tea c h er s d o r el a ti v e to a ssessment ev i d enc e i s p a r t o f a n o ng o i ng c y c l e o f i nq u i r y . ( S ee
c h a p ter 1 1 i n th i s ELA/ELD Framework.) T o o p ti mi z e i nstr u c ti o na l d ec i si o n ma k i ng r el a ti v e to th e C A
C C S S f o r E L A/ L i ter a c y a nd th e C A E L D S ta nd a r d s, tea c h er s a nd l ea d er s ma k e f u l l u se o f a ssessment
f o r b o th f o r ma ti v e a nd su mma ti v e p u r p o ses.
Assessment Cycles
O ne w a y to c o nsi d er a ssessment f o r d i f f er ent p u r p o ses i s to c o nc ep tu a l i z e a ssessment a s
o p er a ti ng i n d i f f er ent c y c l es: sh o r t, med i u m, a nd l o ng ( W i l i a m 2 0 0 6 ) . F i g u r e 8 . 4 p r esents a r a ng e o f
a ssessments w i th i n a c o mp r eh ensi v e a ssessment sy stem. T h o se a ssessments th a t a r e mo r e p r o x i ma te
to stu d ent l ea r ni ng ( i . e. , mi nu te- b y - mi nu te, d a i l y , w eek l y ) o p er a te i n a sh o r t c y c l e b ec a u se th ey
a d d r ess a sh o r t p er i o d o f tea c h i ng a nd l ea r ni ng . S h o r t- c y c l e a ssessment ser v es a f o r ma ti v e p u r p o se
b ec a u se i ts i ntend ed u se i s to i nf o r m i mmed i a te tea c h i ng a nd l ea r ni ng . Assessments a d mi ni ster ed
a t th e end o f th e y ea r o p er a te i n a l o ng c y c l e b ec a u se th ey c o v er a mu c h l o ng er p er i o d o f l ea r ni ng .
L o ng - c y c l e a ssessments a r e p r i ma r i l y u sed f o r su mma ti v e p u r p o ses.
Assessment C h a p ter 8 | 8 25
Figure 8.4. Assessment Cycles by Purpose
Source
Adapted from
Herman, Joan L., and Margaret Heritage. 2007. Moving from Piecemeal to Effective Formative Assessment
Practice: Moving Pictures on the Road to Student Learning. Paper presented at the Council of Chief
State School Officers Assessment Conference, Nashville, TN.
Occupying a middle position between short-cycle (formative) and annual (summative) assessment
is interim/benchmark assessment: “assessments administered periodically throughout the school year,
at specified times during a curriculum sequence to evaluate students’ knowledge and skills relative
to an explicit set of longer-term learning goals” (Herman, Osmundson, and Dietel 2010, 1). In figure
8.4, classroom summative assessments are referred to as unit assessments (although they could
also occur in shorter time frames), and interim/benchmark assessments are referred to as quarterly
assessments. Such periodic assessments operate in a medium cycle because they address longer-
term goals than those assessments more proximate to student learning but not as long-term as
annual assessments. Classroom summative or interim/benchmark assessments are generally used for
summative purposes—evaluating what has been learned—although they may be used for formative
purposes if they inform decisions that teachers and instructional leaders make within the school year
regarding curricula, instructional programs and practices, and professional learning to improve future
student learning. However, classroom summative or interim/benchmark assessments are distinct from
the formative assessment process because, by their design and intended use, they do not inform
immediate teaching and learning. Unit assessments primarily serve a summative function but can
serve a formative purpose if the teacher can act on the assessment information to support improved
learning in a future unit. Progress-monitoring assessments can be short, medium, or long cycle,
depending on whether they are administered after a shorter or longer period of instruction, and serve
both a formative and summative function. (For more information on screening, diagnostic assessment,
and progress monitoring, see subsequent sections of this chapter).
826 | Chapter 8 Assessment
Assessments w i th i n ea c h c y c l e f u nc ti o n b est w h en th ey a r e p a r t o f a c o mp r eh ensi v e, c o h er ent,
a nd c o nti nu o u s sy stem o f a ssessment th a t p r o v i d es o ng o i ng i nf o r ma ti o n to tea c h er s th r o u g h o u t th e
y ea r ( N R C 2 0 0 1 ) . W i th i n su c h sy stems, mi nu te- b y - mi nu te, d a i l y , a nd w eek l y a ssessment f eed s i nto
u ni t a ssessment, w h i c h , i n tu r n, f eed s i nto p er i o d i c ( e. g . , end - o f - u ni t, q u a r ter l y i nter i m/ b enc h ma r k )
a ssessments, a nd mu l ti p l e i nter i m a ssessments f eed i nto th e a nnu a l a ssessment o f th e sta nd a r d s. A
c o mp r eh ensi v e, c o h er ent, a nd c o nti nu o u s sy stem o f a ssessment p r o v i d es mu tu a l l y c o mp l ementa r y
v i ew s o f stu d ent l ea r ni ng , ensu r es th a t a ssessment w i th i n ea c h c y c l e i s f o c u sed o n th e sa me u l ti ma te
g o a l ( a c h i ev ement o f sta nd a r d s) , a nd p u sh es i nstr u c ti o n a nd l ea r ni ng i n a c o mmo n d i r ec ti o n ( H er ma n
2 0 1 0 ).
E a c h a ssessment c y c l e p r o v i d es i nf o r ma ti o n a t v a r y i ng l ev el s o f d eta i l , a nd i nf er enc es d r a w n f r o m
the assessment results are used to address specific questions about student learning and inform a
r a ng e o f d ec i si o ns a nd a c ti o ns. F i g u r e 8 . 5 su mma r i z es th e ty p es a nd p u r p o ses o f th e a ssessments
w i th i n ea c h a ssessment c y c l e.
Figure 8.5. Types and Uses of Assessments Within Assessment Cycles
Cycle Methods Information Uses/Actions
Short
M inute- by- M inute • O b ser v a ti o n • S tu d ents’ c u r r ent • K eep g o i ng , sto p
• Q u esti o ns ( tea c h er s a nd l ea r ni ng sta tu s, and find out more,
relative difficulties and p r o v i d e o r a l f eed b a c k
stu d ents) mi su nd er sta nd i ng s, to i nd i v i d u a l s, a d j u st
• I nstr u c ti o na l ta sk s emer g i ng o r p a r ti a l l y i nstr u c ti o na l mo v es
• S tu d ent d i sc u ssi o ns f o r med i d ea s, f u l l i n r el a ti o n to stu d ent
• W r i tten w o r k / u nd er sta nd i ng l ea r ni ng sta tu s ( e. g . ,
a c t o n “ tea c h a b l e
r ep r esenta ti o ns mo ments” )
Daily L esson P l a nned a nd p l a c ed • S tu d ents’ c u r r ent • C o nti nu e w i th p l a nned
str a teg i c a l l y i n th e l esso n: l ea r ni ng sta tu s, i nstr u c ti o n
• O b ser v a ti o n relative difficulties and
• Q u esti o ns ( tea c h er s a nd mi su nd er sta nd i ng s, • I nstr u c ti o na l
emer g i ng o r p a r ti a l l y a d j u stments i n th i s o r
stu d ents) f o r med i d ea s, f u l l th e nex t l esso n
• I nstr u c ti o na l ta sk s u nd er sta nd i ng
• S tu d ent d i sc u ssi o ns • F i nd o u t mo r e
• W r i tten w o r k / • F eed b a c k to c l a ss o r
r ep r esenta ti o ns i nd i v i d u a l stu d ents ( o r a l
• Student self-reflection o r w r i tten)
( e. g . , q u i c k w r i te)
W e ke • S tu d ent d i sc u ssi o ns a nd • S tu d ents’ c u r r ent • I nstr u c ti o na l p l a nni ng
w o r k p r o d u c ts l ea r ni ng sta tu s r el a ti v e f o r sta r t o f new w eek
to l esso n l ea r ni ng g o a l s
• Student self-reflection ( e. g . , h a v e stu d ents met • F eed b a c k to stu d ents
( e. g . , j o u r na l i ng ) th e g o a l [ s] , a r e th ey ( o r a l o r w r i tten)
nea r l y th er e? )
Assessment C h a p ter 8 | 8 27
Cycle Methods Information Uses/Actions
M edium
• S tu d ent w o r k a r ti f a c ts • S ta tu s o f stu d ent • G r a d i ng
En -d of- U ni /t Pr jo ect ( e. g . , p o r tf o l i o , l ea r ni ng r el a ti v e to u ni t • R ep o r ti ng
w r i ti ng p r o j ec t, o r a l l ea r ni ng g o a l s • Teacher reflection on
Q uarterly/ I nteri /m p r esenta ti o n)
Benchma kr • S ta tu s o f a c h i ev ement ef f ec ti v eness o f p l a nni ng
• U se o f r u b r i c s o f i nter med i a te g o a l s a nd i nstr u c ti o n
• Student self-reflection to w a r d meeti ng • T ea c h er g r a d e l ev el /
sta nd a r d s ( r esu l ts d ep a r tmenta l d i sc u ssi o ns
( e. g . , sh o r t su r v ey ) a g g r eg a ted a nd o f stu d ent w o r k
• O th er c l a ssr o o m d i sa g g r eg a ted )
• M a k i ng w i th i n- y ea r
su mma ti v e a ssessments i nstr u c ti o na l d ec i si o ns
d esi g ned b y tea c h er ( s)
• M o ni to r i ng , r ep o r ti ng ;
• P o r tf o l i o g r a d i ng ; sa me-
• O r a l r ea d i ng o b ser v a ti o n y ea r a d j u stments to
• T est c u r r i c u l u m p r o g r a ms
L ong • Teacher reflection on
ef f ec ti v eness o f p l a nni ng
• S ma r ter B a l a nc ed • S ta tu s o f stu d ent a nd i nstr u c ti o n
S u mma ti v e Assessment a c h i ev ement w i th
r esp ec t to sta nd a r d s • R ea d j u sti ng p r o f essi o na l
• C ELD T ( r esu l ts a g g r eg a ted a nd l ea r ni ng p r i o r i ti es a nd
• P o r tf o l i o d i sa g g r eg a ted ) r eso u r c e d ec i si o ns
• D i str i c t/ sc h o o l c r ea ted
• J u d g i ng stu d ents’ o v er a l l
test l ea r ni ng
Annual • G a u g i ng stu d ent, sc h o o l ,
d i str i c t, a nd sta te y ea r -
to - y ea r p r o g r ess
• M o ni to r i ng , r ep o r ti ng
a nd a c c o u nta b i l i ty
• Classification and
p l a c ement ( e. g . , E L s)
• Certification
• Ad j u stments to f o l l o w i ng
y ea r ’ s i nstr u c ti o n,
c u r r i c u l u m, p r o g r a ms
• F i na l g r a d es
• P r o f essi o na l l ea r ni ng
p r i o r i ti z a ti o n a nd
r eso u r c e d ec i si o ns
• Teacher reflection
( i nd i v i d u a l / g r a d e l ev el /
d ep a r tment) o n o v er a l l
ef f ec ti v eness o f p l a nni ng
a nd i nstr u c ti o n
8 28 | C h a p ter 8 Assessment
Short-Cycle Formative Assessment
S h o r t- c y c l e f o r ma ti v e a ssessment i s a p r o c ess u sed b y tea c h er s a nd stu d ents during instruction
th a t p r o v i d es f eed b a c k to a d j u st o ng o i ng tea c h i ng a nd l ea r ni ng to i mp r o v e stu d ent a c h i ev ement o f
i ntend ed i nstr u c ti o na l o u tc o mes ( M c M a nu s 2 0 0 8 ) . I t o c c u r s w h en ev i d enc e o f l ea r ni ng i s g a th er ed
mi nu te- b y - mi nu te, d a i l y , a nd w eek l y f r o m a v a r i ety o f so u r c es d u r i ng o ng o i ng i nstr u c ti o n f o r th e
p u r p o se o f mo v i ng l ea r ni ng f o r w a r d to meet sh o r t- ter m
Short-cycle formative g o a l s ( i . e. , l esso n g o a l s) ( B l a c k a nd W i l i a m 1 9 9 8 ; C o u nc i l
assessment is a process used of Chief State School Officers Formative Assessment State
by teachers and students C o l l a b o r a ti v e 2 0 0 6 ; H er i ta g e 2 0 1 0 ; P o p h a m 2 0 1 0 ) . I n
during instruction that th e r ema i nd er o f th i s c h a p ter , th i s sh o r t- c y c l e f o r ma ti v e
provides feedback to adjust a ssessment p r o c ess i s r ef er r ed to a s f o r ma ti v e a ssessment.
T h i s ty p e o f a ssessment p r o v i d es th e mo st d eta i l ed
ongoing teaching and i nf o r ma ti o n f o r tea c h er s a nd th ei r stu d ents. T h e i d ea o f
learning to improve student f o r ma ti v e a ssessment, o r a ssessment for l ea r ni ng , d o es no t
achievement of intended apply to a specific tool or assessment. A tool or assessment
instructional outcomes. c a n b e u sed f o r f o r ma ti v e a ssessment p u r p o ses, b u t o nl y i f
i t p r o v i d es a c ti o na b l e i nf o r ma ti o n a b o u t stu d ents’ l ea r ni ng
r el a ti v e to th e d esi r ed l esso n g o a l a nd tea c h er s c a n u se i t
i mmed i a tel y to a d j u st th ei r i nstr u c ti o n. M a ny a ssessments ma r k eted u nd er th e f o r ma ti v e a ssessment
l a b el d o no t p r o v i d e i nf o r ma ti o n a b o u t stu d ents’ l ea r ni ng need ed to a d j u st i nstr u c ti o n a nd g u i d e
stu d ents’ l ea r ni ng a s i t o c c u r r s ( P er i e, M a r i o n, a nd G o ng 2 0 0 9 ; S h ep a r d 2 0 0 5 a ) .
T h e so u r c es o f ev i d enc e a v a i l a b l e to tea c h er s i n sh o r t- c y c l e f o r ma ti v e a ssessment a r e w h a t
students do, say, make, or write (Griffin 2007). For example, sources of evidence can be teacher-
stu d ent i nter a c ti o ns f u el ed b y w el l - d esi g ned q u esti o ns ( B a i l ey a nd H er i ta g e 2 0 0 8 ; B l a c k , a nd o th er s
2 0 0 3 ) , str u c tu r ed p eer - to - p eer d i sc u ssi o ns th a t th e tea c h er o b ser v es ( H a r l en 2 0 0 7 ) , d i a l o g u es th a t
emb ed a ssessment i nto a n a c ti v i ty a l r ea d y o c c u r r i ng i n th e c l a ssr o o m ( R u i z - P r i mo a nd F u r ta k 2 0 0 4 ,
2 0 0 6 2 0 0 7 ) , stu d ent w o r k r esu l ti ng f r o m w el l - d esi g ned ta sk s ( P o p p er s 2 0 1 1 ) , a nd W eb - b a sed r ea d i ng
a ssessments th a t p r o v i d e i mmed i a te f eed b a c k ( C o h en, a nd o th er s 2 0 1 1 ) .
T h e r ep o r t o f th e F o r ma ti v e Assessment f o r S tu d ents a nd T ea c h er s/ S ta te C o l l a b o r a ti v e o n
Assessment and Student Standards Project of the Council of Chief State School Officers emphasizes
sev er a l f ea tu r es o f f o r ma ti v e a ssessment. F i r st, “ f o r ma ti v e a ssessment i s a process r a th er th a n a
p a r ti c u l a r k i nd o f a ssessment . . . T h er e i s no su c h th i ng a s a
‘ f o r ma ti v e test’ ” ( M c M a nu s 2 0 0 8 , 3 ) . S ec o nd , “ th e f o r ma ti v e e sources of evidence
a ssessment p r o c ess i nv o l v es b o th tea c h er s and stu d ents . . . , b o th available to teachers in
o f w h o m mu st b e a c ti v el y i nv o l v ed i n th e p r o c ess o f i mp r o v i ng
l ea r ni ng ” ( 3 ) . T h i r d , tea c h er s a r e c l ea r a b o u t th e u l ti ma te g o a l short-cycle formative
o f a u ni t a nd th e su b - g o a l s o r step p i ng sto nes th a t a r e i mp o r ta nt assessment are what
a l o ng th e w a y : “ . . . f r o m a l ea r ni ng p r o g r essi o n tea c h er s h a v e th e students do, say, make,
big picture of what students need to learn, as well as sufficient or write.
d eta i l f o r p l a nni ng i nstr u c ti o n to meet sh o r t- ter m g o a l s” ( 4 ) .
F o u r th , su c c ess c r i ter i a a nd ev i d enc e o f l ea r ni ng a r e l a i d o u t a t th e
b eg i nni ng o f th e p r o j ec t a nd r ev i ew ed a l o ng th e w a y : “ . . . tea c h er s mu st p r o v i d e th e c r i ter i a b y w h i c h
l ea r ni ng w i l l b e a ssessed . . . u si ng l a ng u a g e r ea d i l y u nd er sto o d b y stu d ents, w i th r ea l i sti c ex a mp l es
o f w h a t meets a nd d o es no t meet th e c r i ter i a . ”
Assessment C h a p ter 8 | 8 29
W h a tev er th e so u r c e o f ev i d enc e, tea c h er s c o nstr u c t o r Teachers are clear about the
d ev i se w a y s to el i c i t r esp o nses f r o m stu d ents th a t r ev ea l short-term learning goals (e.g.,
w h er e th ey a r e i n th ei r l ea r ni ng a nd to u se th e ev i d enc e to for a lesson) that cumulatively
mo v e l ea r ni ng f o r w a r d ( S a d l er 1 9 8 9 ) . T ea c h er s a r e c l ea r lead to students’ a ainment of
a b o u t th e sh o r t- ter m l ea r ni ng g o a l s ( e. g . , f o r a l esso n) th a t one or more standards. ey
c u mu l a ti v el y l ea d to stu d ents’ a tta i nment o f o ne o r mo r e are also clear about the success
sta nd a r d s. T h ey a r e a l so c l ea r a b o u t th e su c c ess c r i ter i a f o r criteria for the lesson goal . . .
th e l esso n g o a l — h o w stu d ents sh o w th ey h a v e met, o r a r e
o n th e w a y to meeti ng , th e l esso n g o a l . T ea c h er es th en a l i g n
th e ev i d enc e- g a th er i ng str a teg y to th e su c c ess c r i ter i a .
Q u esti o ns th a t f o r ma ti v e a ssessment c a n a nsw er i nc l u d e
th e f o l l o w i ng :
• W h er e a r e my stu d ents i n r el a ti o n to l ea r ni ng g o a l s f o r th i s l esso n?
• W h a t i s th e g a p 2 b etw een stu d ents’ c u r r ent l ea r ni ng a nd th e g o a l ?
• What individual difficulties are my students having?
• Ar e th er e a ny mi ssi ng b u i l d i ng b l o c k s i n th ei r l ea r ni ng ?
• W h a t d o I need to a d j u st i n my tea c h i ng to ensu r e th a t stu d ents l ea r n?
I nf o r ma ti o n f r o m f o r ma ti v e a ssessment i s u sed to ma k e i nstr u c ti o na l a d j u stments i n r ea l ti me:
to c o nti nu e w i th th e p l a nned l esso n o r to p r o v i d e f eed b a c k to stu d ents th a t h el p s th em ta k e step s to
a d v a nc e th ei r l ea r ni ng . ( F eed b a c k to stu d ents i s d i sc u ssed i n th e stu d ent i nv o l v ement sec ti o n o f th i s
c h a p ter . )
I mp o r ta ntl y , tea c h er s’ i nf er enc es f r o m f o r ma ti v e a ssessment ev i d enc e a nd th ei r r esu l ti ng a c ti o ns
f o c u s o n i nd i v i d u a l stu d ents. T h e i mp l i c a ti o n i s no t th a t i nstr u c ti o n i s nec essa r i l y p r o v i d ed o n a o ne-
to - o ne b a si s, b u t r a th er th a t i nd i v i d u a l need s a r e a d d r essed i n th e c o ntex t o f a c l a ss o f stu d ents.
T h i s o r i enta ti o n to i nd i v i d u a l s i s nec essa r y f o r stu d ents to h a v e th e o p p o r tu ni ty to l ea r n a nd p r o g r ess
eq u a l l y ( H er i ta g e 2 0 1 3 ) . Ac c o r d i ng l y , i nstr u c ti o n i s c o nti ng ent o n ea c h stu d ent’ s c u r r ent l ea r ni ng
sta tu s. I n o th er w o r d s, i nstr u c ti o n i s ma tc h ed to w h er e th e stu d ents a r e so th a t th ey a r e a ssi sted to
p r o g r ess a nd meet d esi r ed g o a l s.
W h i l e f o r ma ti v e a ssessment ev i d enc e i s no t a g g r eg a ted i n th e
Importantly, teachers’ sa me w a y a s med i u m- a nd l o ng - c y c l e a ssessment i nf o r ma ti o n,
inferences from tea c h er s c a n c a teg o r i z e i nd i v i d u a l stu d ent r esp o nses to l o o k f o r
formative assessment p a tter ns a c r o ss th e c l a ss o r f o r p a r ti c u l a r stu d ents w h o a r e o u tl i er s.
evidence and their F o r ex a mp l e, a f ter stu d ents h a v e r esp o nd ed to a q u esti o n a b o u t
resulting actions focus a tex t, a tea c h er c a n q u i c k l y c a teg o r i z e r esp o nses i nto th o se
on individual students. th a t d emo nstr a te u nd er sta nd i ng , th o se th a t d emo nstr a te p a r ti a l
u nd er sta nd i ng , a nd th o se th a t d o no t d emo nstr a te u nd er sta nd i ng .
T h e nex t d a y ’ s i nstr u c ti o n i s th en p l a nned a c c o r d i ng l y .
T ea c h er s o f E L s sh o u l d ta k e g r ea t c a r e w h en ma k i ng th ese f o r ma ti v e a ssessment d ec i si o ns.
Depending on their level of English language proficiency, some ELs may not be able to fully express
th ei r i d ea s o r a l l y a b o u t a to p i c d u r i ng a c l a ss d i sc u ssi o n; h o w ev er , th i s d o es no t nec essa r i l y mea n
th a t th ey d o no t u nd er sta nd th e to p i c . I n a d d i ti o n, a n i nf o r ma l o b ser v a ti o n i nd i c a ti ng th a t E L s a r e
not orally proficient in English should not determine how the students are taught reading in English.
2 T h e g a p r ef er s to th e d i sta nc e b etw een w h er e th e stu d ents’ l ea r ni ng c u r r entl y sta nd s a t p a r ti c u l a r p o i nts i n th e l esso n
( a l esso n c a n b e sev er a l p er i o d s o r d a y s l o ng ) a nd th e i ntend ed l ea r ni ng g o a l f o r th e l esso n. T h e p u r p o se o f sh o r t- c y c l e
f o r ma ti v e a ssessment i s to c l o se th i s g a p so th a t a l l stu d ents meet th e g o a l ( S a d l er 1 9 8 9 ) . T h i s sh o u l d no t b e c o nf u sed w i th
th e ter m achievement gap, w h i c h r ef er s to d i f f er enc es i n su mma ti v e ed u c a ti o na l o u tc o mes a mo ng d i f f er ent su b g r o u p s o f
stu d ents.
8 3 0 | C h a p ter 8 Assessment
English learners do not have to be proficient in oral English before they can learn to read in English
( B u nc h , K i b l er , a nd P i menta l 2 0 1 2 ) . T ea c h er s u se a c o mb i na ti o n o f o b ser v a ti o ns ( e. g . , d u r i ng
c o l l a b o r a ti v e c o nv er sa ti o ns a mo ng stu d ents a b o u t tex ts r ea d ) a nd i nf o r ma l i nv ento r i es o f r ea d i ng
( e. g . , l i steni ng to stu d ents r ea d a l o u d d u r i ng sma l l r ea d i ng
Teachers of ELs should take group time, asking specific comprehension questions to elicit
great care when making these
formative assessment decisions. stu d ent u nd er sta nd i ng s) to d eter mi ne h o w b est to i nstr u c t
Depending on their level of th ei r E L s a nd p r o v i d e just-in-time sc a f f o l d i ng i n r ea d i ng .
English language pro ciency,
some ELs may not be able to F u r th er mo r e, th e C A E L D S ta nd a r d s i nd i c a te th a t a l l E L s,
fully express their ideas orally
about a topic during a class regardless of their level of English language proficiency, are
discussion; however, this does
c a p a b l e o f eng a g i ng i n i ntel l ec tu a l l y r i c h ta sk s a t th e sa me
cognitive level as their English-proficient peers. With this
a i m, tea c h er s u se i n- th e- mo ment f o r ma ti v e a ssessment
p r a c ti c es to d eter mi ne a p p r o p r i a te l ev el s o f sc a f f o l d i ng f o r
E L s. ( F o r mo r e i nf o r ma ti o n o n sc a f f o l d i ng , see c h a p ter 2 i n
th i s ELA/ELD Framework. )
not necessarily mean that they U si ng th e f o r ma ti v e a ssessment p r o c ess i n a n E L
do not understand the topic. stu d ent’ s p r i ma r y l a ng u a g e, i n c o ntex ts w h er e tea c h i ng a nd
l ea r ni ng u se th i s r eso u r c e ( e. g . , i n a n a l ter na ti v e p r o g r a m) ,
ma y a l so o f f er i nstr u c ti o na l l y a c ti o na b l e i nf o r ma ti o n. F o r
example, newcomer ELs at the Emerging level of English language proficiency (e.g., students who
have been in the U.S. for less than a year) may find it difficult to respond (in writing or orally) to a
q u esti o n a b o u t a sc i enc e o r h i sto r y to p i c i n E ng l i sh w i th th e sa me l ev el o f d eta i l a s th ey a r e a b l e to d o
i n th ei r p r i ma r y l a ng u a g e. T ea c h er s c a n a sk th ei r new c o mer E L stu d ents to q u i c k l y w r i te r esp o nses to
text-based questions first in their primary language (if they are literate) before they respond in written
E ng l i sh . T h e tw o p i ec es o f w r i ti ng a r e th en c o mp a r ed to i d enti f y si mi l a r i ti es a nd d i f f er enc es b etw een
c o ntent k no w l ed g e a nd l i ter a c y i n th e p r i ma r y l a ng u a g e a nd E ng l i sh .
T h i s tec h ni q u e i s a p p l i ed str a teg i c a l l y so th a t tea c h er s u nd er sta nd c l ea r l y w h a t stu d ents k no w
a b o u t p a r ti c u l a r to p i c s a nd h o w w el l th ey a r e a b l e to ex p r ess th ei r k no w l ed g e i n E ng l i sh . T ea c h er s
a l so u se th i s ty p e o f ev i d enc e to ex p l i c i tl y d r a w th ei r E L stu d ents’ a ttenti o n to w a y s th ey c a n ex p r ess
th r o u g h E ng l i sh w r i ti ng o r sp ea k i ng w h a t th ey a l r ea d y k no w a nd a r e a b l e to c o nv ey i n th ei r p r i ma r y
l a ng u a g e. W h i l e a l l tea c h er s ma y no t b e a b l e to p r o v i d e th i s ty p e o f su p p o r t th emsel v es ( e. g . , w h en
they are not proficient in students’ primary languages), they can collaborate with other teachers, EL
sp ec i a l i sts, o r c o mmu ni ty memb er s to d o so .
T h e u se o f tec h no l o g y th a t ena b l es stu d ents to g i v e i mmed i a te r esp o nses to tea c h er s ( e. g . ,
c l i c k er s, mo b i l e d ev i c es) h el p s tea c h er s w i th l a r g e nu mb er s
o f stu d ents g a i n a n o ng o i ng sense o f stu d ents u nd er sta nd i ng e use of technology that
d u r i ng a l esso n. F o r ex a mp l e, h a l f w a y th r o u g h a l esso n, a enables students to give
tenth - g r a d e tea c h er a sk s th r ee o r f o u r q u esti o ns r el a ted to
mu l ti p l e- mea ni ng w o r d s a nd w o r d p h r a ses i n a l i ter a r y tex t immediate responses to
th e c l a ss i s a na l y z i ng . T h e r esu l ts i mmed i a tel y a p p ea r a s teachers (e.g., clickers, mobile
a p i e c h a r t o n th e S ma r t b o a r d . T h e tea c h er a nd stu d ents devices) helps teachers with
q u i c k l y see h o w th e c l a ss r esp o nd s a nd d ec i d e to g eth er large numbers of students gain
i f mo r e w o r k i s need ed i n th i s a r ea b ef o r e th e l esso n an ongoing sense of students
p r o g r esses. understanding during a lesson.
T h e f o l l o w i ng sna p sh o ts p r o v i d e a d d i ti o na l c o nc r ete
ex a mp l es o f f o r ma ti v e a ssessment i n a c ti o n.
Assessment C h a p ter 8 | 8 3 1
Snapshot 8 . 1. F ormativ e Assessment in G rade F iv e
F i f th g r a d er s a r e w o r k i ng o n th e f o l l o w i ng C A C C S S f o r E L A/ L i ter a c y : ( a ) a p p l y i ng th e
r ea d i ng sta nd a r d f o r i nf o r ma ti o na l tex t: explaining how an author uses reasons and evidence
to support particular points in a text, identifying which reasons and evidence support which
particular points ( R I . 5 . 8 ) ; ( b ) th e w r i ti ng sta nd a r d : produce clear and coherent writing in
which the development and organization are appropriate to task, purpose, and audience
( W . 5 . 4 ) ; a nd ( c ) th e l a ng u a g e sta nd a r d : vocabulary use ( L . 5 . 4 - 6 ) , p a r ti c u l a r l y tr a nsi ti o n
words to help their writing flow logically. Students are writing an argument to encourage
th ei r r ea d er s to ta k e mo r e c a r e o f th e na tu r a l env i r o nment. I n th ei r r ea d i ng i nstr u c ti o n, th ey
a na l y z ed a tex t to i d enti f y th e l o c a ti o n o f arguments, counterarguments, a nd su p p o r ti ng
evidence. I n th ei r w r i ti ng , th ey a r e l ea r ni ng h o w to o r g a ni z e th ei r a r g u ments ef f ec ti v el y .
W h i l e th e stu d ents a r e i nv o l v ed i n th e i nd ep end ent w r i ti ng p a r t o f th e l esso n, M s. H a tw a l
si ts w i th B o b b y to d i sc u ss h i s w r i ti ng p r o g r ess. S h e h a s a r i ng b i nd er o p en to a p a g e w i th
th ese h ea d i ng s a t th e to p : Child’s Name/Date, Research Compliment, Teaching Point, a nd
What’s Next for this Child? Further down the page is a self-adhesive note that lists five
stu d ents’ na mes, i nc l u d i ng B o b b y ’ s. S h e p l a ns to meet w i th ea c h o f th em d u r i ng to d a y ’ s
w r i ti ng sessi o n.
M s. H a tw a l ’ s i ni ti a l p u r p o se w i th B o b b y i s to f o l l o w u p o n f eed b a c k sh e p r o v i d ed h i m tw o
d a y s a g o b a sed o n ev i d enc e sh e el i c i ted f r o m a n i nter a c ti o n w i th h i m; i n th a t i nter a c ti o n sh e
d eter mi ned th a t h e need ed to p r o v i d e str o ng er so u r c es o f ev i d enc e to su p p o r t h i s a r g u ment.
O n th i s o c c a si o n, sh e w a nts to see h o w h e h a s u sed h er p r i o r f eed b a c k :
M s. H a tw a l : Y o u ’ r e w o r k i ng o n ev i d enc e? T el l me a b o u t i t.
B ob b y: I f o u nd g o o d i nf o r ma ti o n i n th e b o o k o f th e E nv i r o nmenta l P r o tec ti o n Ag enc y
a nd o n th e I nter net.
M s. H a tw a l : And w h a t d o y o u th i nk a b o u t w h a t y o u f o u nd so f a r ? D o y o u th i nk th a t i t
su p p o r ts y o u r a r g u ment?
B ob b y: I g u ess . . . .
At th i s p o i nt, M s. H a tw a l r emi nd s B o b b y th a t th e p u r p o se o f th e ev i d enc e i s to su p p o r t
h i s a r g u ment. S h e ex p l a i ns th e mea ni ng o f “ su p p o r ti ng a n a r g u ment” i n a w a y th a t i s
understandable to a fifth grader, by telling him: You have to prove it with what is in the text or
the readers may not believe you. S h e a sk s h i m to r ea d h i s a r g u ment a l o u d . H a v i ng esta b l i sh ed
th a t th e f o c u s o f h i s a r g u ment i s to “ sto p d u mp i ng i n th e o c ea n b ec a u se a l l th e b ea u ti f u l
a ni ma l s w e see a r e g o i ng to sta r t v a ni sh i ng , ”
Ms. Hatwal: So, what evidence did you find to support that claim—that all the animals
will die if we don’t stop dumping? What evidence did you find that will help
y o u to str eng th en th a t a r g u ment, o r p r o v e i t to y o u r r ea d er s?
M s. H a tw a l th en h el p s B o b b y r ec o g ni z e w h i c h o f th e i nf o r ma ti o n h e h a s l o c a ted i s f r o m
a reliable source and is effective in supporting his argument. Satisfied that Bobby can move
f o r w a r d o n h i s o w n to i nc o r p o r a te h i s ev i d enc e, sh e th en a sk s h i m to r ev i ew th e o r g a ni z a ti o n
o f h i s a r g u ment a nd to l et h er k no w w h er e h e w i l l p l a c e th e ev i d enc e. W h en B o b b y d o es th i s,
i t i s ev i d ent to M s. H a tw a l th a t h e h a s so me c o nf u si o n a b o u t th e o v er a l l str u c tu r e a nd th a t
h i s w r i ti ng need s to b e r eo r g a ni z ed . T h i s i s a mo ment i n th e i nter a c ti o n w h en sh e ta r g ets a
tea c h i ng p o i nt f o r h i m. S h e r ev i ew s th e o r g a ni z a ti o n w i th h i m a nd w r i tes th e o r g a ni z a ti o na l
elements on a self-adhesive note and includes specific instructional support, such as putting
the evidence in order to help the flow or adding transitional sentences.
8 3 2 | C h a p ter 8 Assessment
Snapshot 8.1. Formative Assessment in Grade Five (cont.)
Throughout this interaction, Ms. Hatwal makes notes in her ring-binder file. Under
Research Compliment sh e w r i tes th a t B o b b y r ec o g ni z es th e r el i a b i l i ty o f h i s so u r c e. I n
th e sec ti o n l a b el ed Teaching Point sh e w r i tes th a t sh e ex p l a i ned h o w ev i d enc e su p p o r ted
h i s a r g u ment. U nd er th e h ea d i ng What’s Next for this Child? sh e w r i tes “ o r g a ni z a ti o n a nd
tr a nsi ti o na l sentenc es, ” no ti ng th a t B o b b y h a s p r o b l ems o r g a ni z i ng h i s w r i ti ng to ef f ec ti v el y
c o nv ey h i s a r g u ment to th e r ea d er . B y g a th er i ng ev i d enc e i n th e c o u r se o f th i s i nter a c ti o n,
M s. H a tw a l i s a b l e to ma tc h h er tea c h i ng p o i nts to th e i nd i v i d u a l stu d ent’ s need s. Ad d i ti o na l l y ,
after several interactions of this kind, she finds that there are common needs among several
stu d ents a nd d ec i d es to p u l l th em to g eth er f o r a mi ni - l esso n.
Snapshot 8 . 2. F ormativ e Assessment in G rade T w o
I n a sec o nd - g r a d e c l a ssr o o m th a t i nc l u d es na ti v e E ng l i sh sp ea k i ng c h i l d r en a nd c h i l d r en
w h o a r e E L s, th e c h i l d r en h a v e b een w o r k i ng o n r etel l i ng f o l k ta l es th ey h a v e r ea d to g eth er i n
c l a ss to c o nv ey th e c entr a l messa g e o f th e ta l e ( R L . 2 . 2 ) . T h e E L c h i l d r en, i n p a r ti c u l a r , h a v e
b een w o r k i ng o n u si ng th e p a st tense to i nd i c a te th a t th e ta l es h a p p ened i n th e p a st ( E L D .
P I I . 2 . 3 ) . I n th i s l esso n stu d ents a r e eng a g ed i n sma l l g r o u p w o r k , a nd d u r i ng th i s ti me th e
tea c h er , M r . E l f er t, sel ec ts g r o u p s o f th r ee stu d ents to r ec o u nt o ne o f th e f o l k ta l es th e c l a ss
h a s r ea d th a t w eek . I n th i s si tu a ti o n, h e w a nts to g i v e ea c h stu d ent su sta i ned o p p o r tu ni ti es
to use language while he and the others in the group listen. He asks the first student to
b eg i n, th en a f ter a w h i l e a sk s th e sec o nd c h i l d to c a r r y o n a nd so f o r th . W h en th e stu d ents
h a v e c o mp l eted th e r etel l i ng , M r . E l f er t a sk s th em to sa y w h a t th ey th i nk th e ma i n messa g e
o f th e sto r y i s. E a c h c h i l d o f f er s a n o p i ni o n a nd a d i sc u ssi o n f o l l o w s a b o u t w h eth er th er e i s
a g r eement o n th e ma i n messa g e. F r o m th e a c ti v i ty , M r . E l f er t h a s ev i d enc e th a t o ne stu d ent
u ses th e p a st tense c o nsi stentl y a nd mo stl y w i th a c c u r a c y , w h i l e th e o th er tw o d o no t. T w o o f
th e c h i l d r en a r e a b l e to c o nv ey th e messa g e o f th e tex t, b u t a no th er h a s no t g r a sp ed i t. Af ter
his discussion with the group, he makes quick notes about each student and briefly records
h i s th o u g h ts a b o u t su b seq u ent i nstr u c ti o n. H e r ep ea ts th i s p r o c ess w i th o ne a d d i ti o na l g r o u p
b ef o r e th e sma l l g r o u p w o r k ti me i s o v er , a nd h e p l a ns mo r e o p p o r tu ni ti es d u r i ng th e w eek to
a ssess o th er sma l l g r o u p s i n th e sa me w a y .
Assessment C h a p ter 8 | 8 3 3
Snapshot 8 . 3 . F ormativ e Assessment w ith Secondary EL N ew comers
I n a sec o nd a r y d esi g na ted E ng l i sh L a ng u a g e D ev el o p ment ( E L D ) c l a ss, w i th new c o mer s
w h o se ex p er i enc e i n th e U . S . r a ng es f r o m th r ee mo nth s to o ne y ea r , M r s. R o g er s- T sa i w o r k s
collaboratively with the science teacher, Miss Goodwin, to create a five-week unit on animal
b eh a v i o r w i th th e p u r p o se o f g u i d i ng stu d ents th r o u g h a d eep ex p l o r a ti o n o f th e c o ntent
th r o u g h th e l a ng u a g e r eso u r c es u sed to c o nv ey mea ni ng . T h e tw o tea c h er s h a v e a g r eed th a t
d u r i ng sc i enc e i nstr u c ti o n, M i ss G o o d w i n w i l l p r o v i d e a p p r o p r i a te a nd str a teg i c su p p o r t so E L
stu d ents c a n f u l l y p a r ti c i p a te i n th e sc i enc e a c ti v i ti es, g a i n u nd er sta nd i ng f r o m th e sc i enc e
tex tb o o k , a nd eng a g e i n c o l l a b o r a ti v e d i sc u ssi o ns a b o u t th e tex t a nd c o ntent. T h i s str a teg i c
su p p o r t i nc l u d es u si ng g r a p h i c o r g a ni z er s, p r o v i d i ng i nc r ea sed o p p o r tu ni ti es f o r th e stu d ents to
d i sc u ss th ei r i d ea s i n sma l l g r o u p s o r p a i r s, a nd p r i ma r y l a ng u a g e su p p o r t, i nc l u d i ng d r a w i ng
a ttenti o n to c o g na tes a nd u si ng tex ts i n stu d ents’ p r i ma r y l a ng u a g es.
M r s. R o g er s- T sa i h a s a g r eed to a na l y z e th e sc i enc e tex tb o o k a nd th e a c ti v i ti es th e sc i enc e
tea c h er h a s d esi g ned i n o r d er to i d enti f y th e l a ng u a g e d ema nd s th ey p r esent a nd th en
a d d r ess th e l a ng u a g e d ema nd s mo r e i ntensi v el y d u r i ng d esi g na ted E L D i nstr u c ti o n. T h i s i s
the third class of the first week on the unit. Having formulated questions they would like to
ex p l o r e a r o u nd th e sc i enc e to p i c , stu d ents p er u sed a v a r i ety o f tex ts o n th e to p i c to i d enti f y
meanings and charted language (including phrasing and general academic and domain-specific
v o c a b u l a r y ) th ey th i nk i s c r i ti c a l f o r c o nv ey i ng th ei r u nd er sta nd i ng s o f th e to p i c . T h ey no w
w o r k i n p a i r s to c o l l a b o r a ti v el y w r i te a d esc r i p ti o n a b o u t w h a t th ey h a v e l ea r ned so f a r a b o u t
o ne a sp ec t o f a ni ma l b eh a v i o r , u si ng a s mu c h o f th e l a ng u a g e th ey h a v e c h a r ted a s th ey
c a n. T h e p a i r s w r i te th ei r d esc r i p ti o n d r a f ts o n l a r g e sh eets o f p a p er , w h i c h th ey r ea d to th e
c l a ss. T h ei r p eer s a r e i nv i ted to a sk q u esti o ns a nd ma k e c o mments. W h en o ne p a i r sh a r es
th ei r d esc r i p ti o n a b o u t a ni ma l s a nd l a ng u a g e, a n a ni ma ted c o nv er sa ti o n d ev el o p s o n w h eth er
a ni ma l s h a v e l a ng u a g e. J u l i o ex p l a i ns th e th i nk i ng th a t w ent i nto th e d esc r i p ti o n th a t c a u sed
th e l i v el y d i sc u ssi o n.
J u l i o : F i r st o f a l l , I th i nk th a t l a ng u a g e i s a w a y to inform o th er s a r o u nd y o u , y o u r
f eel i ng s o r j u st a si mp l e th i ng th a t y o u w a nt to l et k no w p eo p l e w h a t i s th e d ea l .
And i t c a n b e expressed b y sa y i ng i t, w a tc h i ng a p i c tu r e, o r h ea r i ng i t, y o u k no w
w h a t I ’ m sa y i ng ? I d o n’ t k no w i f y o u h a v e h ea r d a b o u t th e k a ng a r o o r a t th a t
sta mp s i ts f eet to communicate w i th o th er r a ts. I t’ s r ea l l y f u nny c a u se w e h u ma ns
h a v e mo r e characteristics to communicate to ea c h o th er , b u t w e sti l l h a v e p r o b l ems
to u nd er sta nd o th er p eo p l e. C h a r a c ter i sti c s l i k e so u nd , g r a mma r , p i tc h , a nd b o d y
l a ng u a g e a r e so me o f th em, w h i l e th e r a t o nl y u ses th e f o o t ( h e sta mp s th e
g r o u nd ) .
M r s. R o g er s- T sa i , w h o h a s b een r ec o r d i ng i n h er no teb o o k th e l a ng u a g e stu d ents u se i n th e
c o nv er sa ti o n, no tes th a t J u l i o i s u si ng so me o f th e a c a d emi c l a ng u a g e f r o m th e c l a ss c h a r t i n
b o th h i s w r i ti ng a nd sp ea k i ng a nd h a s, mo r e i mp o r ta ntl y , d o ne a n ef f ec ti v e j o b o f c o nv ey i ng
h i s u nd er sta nd i ng o f th e i nf o r ma ti o n f r o m h i s r esea r c h a nd p er su a d i ng h i s p eer s w i th ev i d enc e.
M r s. R o g er s- T sa i d ec i d es to ex a mi ne mo r e c l o sel y th e stu d ents’ w r i tten d esc r i p ti o ns, a s w el l a s
th e l a ng u a g e th ey u se i n th ei r c o nv er sa ti o ns, i n o r d er to ma k e d ec i si o ns a b o u t w h a t l a ng u a g e
f ea tu r es o f th e sc i enc e tex ts to f o c u s o n a s sh e p r o g r esses i n th e u ni t. S h e a l so p l a ns to
ma k e a c o p y o f h er no tes to sh a r e w i th M i ss G o o d w i n w h en th ey meet l a ter th a t w eek d u r i ng
c o l l a b o r a ti o n ti me.
8 3 4 | C h a p ter 8 Assessment
Medium-Cycle Assessment
Assessments th a t tea c h er s d ev el o p , o r th a t a r e i nc l u d ed i n c u r r i c u l a r ma ter i a l s a nd a r e
a d mi ni ster ed a t th e end o f a u ni t, a r e med i u m- c y c l e a ssessments. As no ted p r ev i o u sl y , med i u m-
c y c l e a ssessments o c c u p y a mi d d l e g r o u nd b etw een sh o r t- c y c l e f o r ma ti v e a ssessment a nd l o ng - c y c l e
su mma ti v e a ssessments. S o me a r e u sed to i nf o r m i nstr u c ti o n d u r i ng th e sc h o o l y ea r ; o th er s ser v e
ev a l u a ti v e p u r p o ses.
End-of-Unit Assessments In developing unit
assessments, teachers ensure
E nd - o f - u ni t a ssessments ser v e a su mma ti v e p u r p o se to that the goals of the unit
ev a l u a te stu d ent a c h i ev ement w i th r esp ec t to th e g o a l s o f th e are clear and aligned to
u ni t. I f su c h a ssessments a r e g i v en to stu d ents b ef o r e th e end standards. In other words,
o f th e u ni t w h en th er e i s sti l l ti me to ta k e i nstr u c ti o na l a c ti o n what is to be assessed
b ef o r e mo v i ng o n to th e nex t u ni t, th en th ey a l so ser v e a is well articulated and
f o r ma ti v e p u r p o se. I n d ev el o p i ng u ni t a ssessments, tea c h er s derived speci cally from
ensu r e th a t th e g o a l s o f th e u ni t a r e c l ea r a nd a l i g ned to the standards and lesson
sta nd a r d s. I n o th er w o r d s, w h a t i s to b e a ssessed i s w el l planning.
articulated and derived specifically from the standards and
l esso n p l a nni ng . W h en tea c h er s k no w what to a ssess, th ey
c a n b est d eter mi ne how to a ssess. T ea c h er s c a n th en d ec i d e
o n th e mo st ef f ec ti v e w a y f o r stu d ents to d emo nstr a te th ei r
a c h i ev ement o f th e g o a l s.
E nd - o f - u ni t a ssessments h el p tea c h er s a nsw er q u esti o ns
su c h a s th e f o l l o w i ng :
• H a v e my stu d ents met th e g o a l s o f th e u ni t?
• Ar e th er e so me stu d ents w h o need a d d i ti o na l h el p to meet th e g o a l s o f th e u ni t?
• W h a t h el p d o th ey need ?
• W h a t i mp r o v ements d o I need to ma k e i n my tea c h i ng nex t ti me I tea c h th i s u ni t?
T h e f o l l o w i ng sna p sh o t p r o v i d es a c o nc r ete ex a mp l e o f th e u se o f end - o f - u ni t ( med i u m- c y c l e)
a ssessment.
Snapshot 8.4. End-of-Unit (Medium-Cycle) Assessment in Grade Seven
In a seventh-grade classroom with native English speakers, recently reclassified ELs, and
a group of ELs who are at the Expanding and Bridging levels of English language proficiency,
Ms. Lambros has engaged students in a five week unit: Persuasion Across Time and Space:
Ana l y z i ng a nd P r o d u c i ng C o mp l ex T ex ts. T h i s u ni t a d d r esses mu l ti p l e C A C C S S f o r E L A/ L i ter a c y
a nd C A E L D sta nd a r d s si mu l ta neo u sl y a nd h a s f o u r p r i ma r y g o a l s: ( 1 ) stu d ents r ea d a nd
a na l y z e c o mp l ex tex ts; ( 2 ) stu d ents i d enti f y a nd u se ev i d enc e f r o m i nf o r ma ti o na l tex ts i n th ei r
w r i tten a nd o r a l w o r k ; ( 3 ) stu d ents p a r ti c i p a te i n d i sc i p l i na r y p r a c ti c es h i g h l i g h ti ng l a ng u a g e,
p u r p o se, a nd r esp o nsi v eness to a u d i enc e; a nd ( 4 ) stu d ents a c q u i r e h i sto r y / so c i a l stu d i es
knowledge through content rich nonfiction.
Assessment C h a p ter 8 | 8 3 5
Snapshot 8.4. End-of-Unit (Medium-Cycle) Assessment in Grade Seven
(cont.)
D u r i ng th e c o u r se o f th e u ni t, w i th i ntenti o na l a nd str a teg i c sc a f f o l d i ng b y M s. L a mb r o s
a nd c o nsi d er a b l e i nv o l v ement i n c o l l a b o r a ti v e g r o u p s, stu d ents eng a g e i n c l o se r ea d i ng ,
c o l l a b o r a ti v e d i sc u ssi o ns, a nd a na l y si s o f th e tex t o r g a ni z a ti o n, g r a mma ti c a l str u c tu r es, a nd
vocabulary of persuasive texts on relevant topics. In the final part of the unit, the students
a na l y z e th e v i d eo , “ T h e G i r l W h o S i l enc ed th e W o r l d f o r F i v e M i nu tes, ” c o mp a r e a nd c o ntr a st
p er su a si v e tec h ni q u es i n th e v i d eo to o ne o f th e tex ts th ey r ea d , a nd p r o d u c e a p er su a si v e
tex t o f th ei r o w n. T h e stu d ents’ a na l y ses o f th e v i d eo a nd w r i tten w o r k ser v e a s th e
su mma ti v e a ssessment f o r th e u ni t. U si ng th e stu d ents’ w o r k , th e tea c h er i s a b l e to ma k e a
d eter mi na ti o n a b o u t stu d ents’ u nd er sta nd i ng o f th e p u r p o se, o r g a ni z a ti o n, a nd str u c tu r e o f
p er su a si v e tex ts a nd th ei r a b i l i ty to u se v a r i o u s l a ng u a g e r eso u r c es ( i nc l u d i ng v o c a b u l a r y ,
c o mp l ex g r a mma ti c a l str u c tu r es, c o nnec ti ng w o r d s a nd p h r a ses) to w r i te a c o h er ent a nd
c o h esi v e p er su a si v e p i ec e f o r a p u b l i c a u d i enc e.
Af ter r ev i ew i ng stu d ents’ r esp o nses, M s. L a mb r o s c o nc l u d es th a t th e stu d ents h a v e
ma d e g o o d p r o g r ess to w a r d meeti ng th e g o a l s o f th e u ni t, esp ec i a l l y i n r eg a r d to th ei r
u nd er sta nd i ng o f p er su a si v e tec h ni q u es i n d i f f er ent c o ntex ts ( i . e. , v i d eo a nd tex t) . E x a mi ni ng
h er E L stu d ents’ w r i ti ng mo r e c l o sel y , h o w ev er , sh e no ti c es th a t mo st o f th ei r w r i ti ng i s
c h a r a c ter i z ed b y sp o k en, ev er y d a y l a ng u a g e. I n o th er w o r d s, th ei r w r i tten a r g u ments a r e no t
ma k i ng u se o f c o nnec ti ng w o r d s a nd p h r a ses ( e. g . , for example, therefore, consequently)
to c r ea te c o h esi o n, no r a r e th ey u si ng ma ny c o mp l ex sentenc es to c o nnec t i d ea s a nd c r ea te
r el a ti o nsh i p s b etw een th em ( e. g . , Even though governments are taking action, i t i s no t
h a p p eni ng f a st eno u g h ) . T h i s a na l y si s o f h er stu d ents’ w r i ti ng i nf o r ms M s. L a mb r o s’ s p l a nni ng
o f su b seq u ent l esso ns. S h e b eg i ns d esi g ni ng l esso ns i n w h i c h sh e w i l l sh o w ex a mp l es o f
c o h esi o n a nd c o mp l ex sentenc es th a t c o nnec t i d ea s, mo d el h o w to unpack th e mea ni ng i n
th e tex ts, c o l l a b o r a ti v el y c o nstr u c t si mi l a r w r i ti ng w i th th e stu d ents, a nd p r o v i d e stu d ents
w i th g u i d ed p r a c ti c e i n w r i ti ng r el a ted to th e u ni t to p i c . S h e a l so p l a ns to d r a w h er stu d ents’
a ttenti o n to v a r i o u s ex a mp l es o f p er su a si v e l a ng u a g e u sed i n a r g u ments a nd to o b ser v e
h o w h er stu d ents i nc o r p o r a ted th em i nto th ei r o w n w r i ti ng i n u p c o mi ng u ni ts. I n a d d i ti o n,
sh e ma k es a no te to a d d r ess th ese l i ng u i sti c f ea tu r es d i r ec tl y w h en sh e tea c h es th e u ni t th e
f o l l o w i ng y ea r .
R esources
Ad a p ted f r o m
U nd er sta nd i ng L a ng u a g e. 2 0 1 3 . Instructional Unit: Persuasion Across Time and Space. P a l o Al to , C A: S ta nf o r d
U ni v er si ty .
V i d eo : The Girl Who Silenced the World for 5 Minutes ( a v a i l a b l e a t a nu mb er o f si tes, i nc l u d i ng w w w . y o u tu b e. c o m) .
Interim or Benchmark Assessments
I nter i m o r b enc h ma r k a ssessments, su c h a s th e S ma r ter B a l a nc ed i nter i m a ssessments, a r e
med i u m- c y c l e a nd a d d r ess i nter med i a te g o a l s o n th e w a y to meeti ng sta nd a r d s. T h e S ma r ter B a l a nc ed
a ssessments a r e a l i g ned to th e sta nd a r d s, a nd a ny o th er i nter i m o r b enc h ma r k a ssessment u sed b y
d i str i c ts o r sc h o o l s a l so need to b e a l i g ned to th e sta nd a r d s. T y p i c a l l y a d mi ni ster ed q u a r ter l y o r ev er y
si x w eek s, i nter i m a ssessments c o v er a sh o r ter p er i o d o f i nstr u c ti o n th a n l o ng - c y c l e a ssessments
a nd c o nseq u entl y g i v e mo r e d eta i l a b o u t stu d ent l ea r ni ng . R esu l ts f r o m i nter i m a ssessments p r o v i d e
p er i o d i c sna p sh o ts o f stu d ent l ea r ni ng th r o u g h o u t th e y ea r . T h ese sna p sh o ts h el p tea c h er s mo ni to r
h o w stu d ent l ea r ni ng i s p r o g r essi ng a nd d eter mi ne w h o i s o n tr a c k to meet th e sta nd a r d s b y th e end
8 3 6 | C h a p ter 8 Assessment
o f th e y ea r a nd w h o i s no t, w h i c h ma y mea n th a t a Results from interim assessments
stu d ent i s i n need o f a d d i ti o na l su p p o r t. W h en u si ng o r provide periodic snapshots of
d esi g ni ng i nter i m o r b enc h ma r k a ssessments, tea c h er s student learning throughout the
a nd sc h o o l a nd d i str i c t l ea d er s d eter mi ne r ea so na b l e year. ese snapshots help teachers
ex p ec ta ti o ns a t v a r i o u s p o i nts i n th e y ea r r el a ti v e to monitor how student learning is
meeti ng a C A C C S S f o r E L A/ L i ter a c y o r C A E L D S ta nd a r d progressing and determine who is
a t th e end o f th e y ea r . T h ese i nter i m g o a l s f o r meeti ng on track to meet the standards by
th e end - o f - y ea r sta nd a r d s a t p o i nts a l o ng th e sc h o o l the end of the year and who is not,
y ea r a r e l i k el y to l o o k d i f f er ent th a n th e end - o f - y ea r which may mean that a student is
sta nd a r d . R esu l ts f r o m th ese a ssessments h el p tea c h er s in need of additional support.
a nsw er th e f o l l o w i ng q u esti o ns:
• W h a t h a v e my stu d ents l ea r ned so f a r ?
• W h o h a s a nd w h o h a s no t met i nter med i a te
g o a l s?
• W h o i s a nd w h o i s no t o n tr a c k to meet th e sta nd a r d s b y th e end o f th e y ea r ?
• How are students performing on this test or assignment in those areas identified as weak on
l a st y ea r ’ s C a l i f o r ni a sta te l o ng - c y c l e a ssessments?
• W h a t a r e th e str eng th s a nd a r ea s o f need i n a n i nd i v i d u a l ’ s o r g r o u p s’ l ea r ni ng ?
• W h o a r e th e stu d ents mo st i n need o f a d d i ti o na l su p p o r t? W h a t d o th ey need ?
• W h a t a r e th e str eng th s a nd a r ea s o f need i n my c u r r i c u l u m?
• W h a t a r e th e str eng th s a nd a r ea s o f need i n my i nstr u c ti o n?
• W h a t i mp r o v ements d o I need to ma k e i n my tea c h i ng ?
Ad mi ni str a to r s a l so u se i nter i m a ssessments to a d d r ess ma ny o f th ese q u esti o ns th a t a r e r el ev a nt
to th ei r d ec i si o n- ma k i ng need s, f o r ex a mp l e, p r o g r a mma ti c , p r o f essi o na l l ea r ni ng , a nd r eso u r c e
d ec i si o ns.
I f stu d ents a r e no t ma k i ng d esi r ed p r o g r ess, tea c h er s a nd a d mi ni str a to r s th en c o nsi d er w h eth er
c h a ng es a r e need ed i n c u r r i c u l u m a nd i nstr u c ti o n w h i l e a d j u stments c a n sti l l b e ma d e b ef o r e th e
end o f th e y ea r . I nter i m a ssessments a l so su p p l y i nd i v i d u a l p er f o r ma nc e d a ta . T h ese d a ta a r e u sef u l
i n i d enti f y i ng i nd i v i d u a l stu d ent’ s str eng th s a nd l ea r ni ng need s. I n a d d i ti o n, w h i l e th ese r esu l ts su m
u p a p er i o d o f l ea r ni ng , th ey c a n a l so b e u sed f o r ma ti v el y i f step s a r e ta k en to r esp o nd to i nd i v i d u a l
stu d ent’ s need s w h i l e th er e i s sti l l ti me w i th i n th e y ea r . I n i nsta nc es w h er e no a c ti o n i s ta k en to
su p p o r t stu d ent l ea r ni ng , th e r esu l ts f r o m th ese a ssessments
If students are not making r ema i n su mma ti v e o nl y .
desired progress, teachers
and administrators then U si ng d a ta sy stems, i nc l u d i ng sp r ea d sh eets, i nter i m
a ssessment r esu l ts a r e a g g r eg a ted a nd d i sp l a y ed i n g r a p h s
a nd c h a r ts, so tea c h er s c a n i d enti f y p a tter ns i n th ei r stu d ents’
consider whether changes p er f o r ma nc e; i nter i m a ssessment r esu l ts a r e a l so d i sa g g r eg a ted
are needed in curriculum to p r o v i d e i nf o r ma ti o n o n th e r el a ti v e p er f o r ma nc e o f i nd i v i d u a l s
and instruction while a nd su b g r o u p s. I t i s i mp o r ta nt th a t tea c h er s a nd a d mi ni str a to r s
adjustments can still be h a v e a d eq u a te p r o f essi o na l l ea r ni ng a nd su p p o r t to p r o p er l y
made before the end of the i nter p r et th e r esu l ts o f i nter i m a ssessments so th ei r c o nc l u si o ns
year. a nd r esp o nses a r e a p p r o p r i a te a nd ef f ec ti v e.
I f d i str i c ts, sc h o o l s, o r i nd i v i d u a l tea c h er s u se c o mmer c i a l l y -
p r o d u c ed i nter i m a ssessments, th ey need to c o nsi d er tec h ni c a l
q u a l i ty to ensu r e th a t th e a ssessments a r e a p p r o p r i a te f o r th e i ntend ed p u r p o se a nd th a t th ey a r e
f u l l y a l i g ned w i th th e C A C C S S f o r E L A/ L i ter a c y a nd C A E L D S ta nd a r d s. ( S ee sec ti o n o n tec h ni c a l
q u a l i ty i n th i s c h a p ter . )
Assessment C h a p ter 8 | 8 3 7
Snapshot 8.5. Interim (Medium-Cycle) Assessment in Grade One
All incoming first graders in a school are assessed at the beginning of the school year
on the foundational skills of the CA CCSS for ELA/Literacy, specifically, print concepts,
phonological awareness, phonics and word recognition, and fluency. Results from their end-
o f - y ea r k i nd er g a r ten a ssessment a r e u sed to d eter mi ne w h i c h sec ti o ns o f th e a ssessment a r e
a d mi ni ster ed . F o r ex a mp l e, i f a stu d ent’ s r esu l ts i nd i c a te str o ng p er f o r ma nc e o n a mea su r e
o f p r i nt c o nc ep ts, th a t p a r t o f th e a ssessment i s sk i p p ed , a l th o u g h c l o se o b ser v a ti o ns a r e
made during class to confirm the previous year’s assessments. The first-grade teachers find
th e r esu l ts f r o m th e b eg i nni ng - o f - th e- y ea r a ssessment to b e a u sef u l sta r ti ng p o i nt f o r th ei r
i nstr u c ti o na l p l a nni ng , p a r ti c u l a r l y b ec a u se stu d ents ma y h a v e ei th er l o st o r ma d e u p g r o u nd
d u r i ng th e su mmer . I n a d d i ti o n, th e tea c h er s a ssess, o r o b ta i n h el p to a ssess, th e p r i ma r y
l a ng u a g e f o u nd a ti o na l l i ter a c y sk i l l s o f th ei r E L s w h o a r e new to th e sc h o o l a nd u se th i s
i nf o r ma ti o n f o r i nstr u c ti o na l d ec i si o n- ma k i ng .
Af ter th ese i ni ti a l a ssessments a nd i mp l ementa ti o n o f a p p r o p r i a tel y d esi g ned i nstr u c ti o n,
stu d ents a r e a d mi ni ster ed i nter i m f o u nd a ti o na l sk i l l s a ssessments ev er y si x w eek s to
d eter mi ne p r o g r ess. W h i l e th e tea c h er s r eg u l a r l y u se f o r ma ti v e a ssessment p r a c ti c es d u r i ng
th ei r i nstr u c ti o n to g a th er ev i d enc e o f stu d ents’ sk i l l d ev el o p ment a nd to a d j u st i nstr u c ti o n
a c c o r d i ng l y , th ey u se th e r esu l ts o f th e i nter i m a ssessments to g a u g e th e o v er a l l p r o g r ess
o f i nd i v i d u a l s a nd th e c l a ss a s a w h o l e, a nd to p r o v i d e i nf o r ma ti o n r eg a r d i ng need ed
i mp r o v ements i n th ei r tea c h i ng to ensu r e g r ea ter p r o g r ess. T h e tea c h er s a l so u se th e r esu l ts a s
a mea ns to ev a l u a te a nd c o r r o b o r a te th ei r o w n j u d g ments a b o u t stu d ents’ sk i l l d ev el o p ment i n
th e p er i o d b etw een th e i nter i m a ssessments’ a d mi ni str a ti o n.
Assessing ELD Using Medium-Cycle Evidence
As w i th a l l med i u m- c y c l e a ssessment, a ssessi ng p r o g r ess i n E ng l i sh l a ng u a g e d ev el o p ment u si ng
i nter i m/ b enc h ma r k a ssessments o r c l a ssr o o m su mma ti v e ( su c h a s end - o f - u ni t/ q u a r ter ) a ssessments
sh o u l d no t ta k e p r i o r i ty o v er sh o r t- c y c l e f o r ma ti v e a ssessment. S h o r t- c y c l e E L D f o r ma ti v e a ssessment
i s a ssessment for l ea r ni ng a nd a l l o w s i mmed i a te tea c h i ng mo v es th a t su p p o r t stu d ent l ea r ni ng as
it occurrs. M ed i u m- c y c l e E L D a ssessment i s a ssessment of l ea r ni ng th a t h a s a l r ea d y o c c u r r ed . I t i s
ty p i c a l l y no t u sef u l f o r p r o v i d i ng i mmed i a te i nstr u c ti o na l su p p o r t to stu d ents b ec a u se th e a ssessment
ev i d enc e i s to o r emo v ed i n ti me f r o m th e l ea r ni ng a nd i s o f ten to o g ener a l .
M ed i u m- c y c l e E L D a ssessments, su c h a s c l a ssr o o m su mma ti v e ( i nc l u d i ng i nter i m/ b enc h ma r k )
a ssessments, a r e u sef u l , h o w ev er , f o r ev a l u a ti ng a stu d ent’ s
progress. They help teachers reflect on their instructional Periodic progress monitoring
p l a nni ng a nd i mp l ementa ti o n a nd ma k e w i th i n- y ea r p r o g r a m helps teachers determine
d esi g n a nd i nstr u c ti o na l a d j u stments. T h ey a l so h el p sc h o o l the status of EL students’
a nd d i str i c t l ea d er sh i p i d enti f y o r a d j u st p r o f essi o na l l ea r ni ng
a nd i nstr u c ti o na l ma ter i a l s d ec i si o ns. achievement of unit and
P er i o d i c p r o g r ess mo ni to r i ng h el p s tea c h er s d eter mi ne th e intermediate (e.g., within-
sta tu s o f E L stu d ents’ a c h i ev ement o f u ni t a nd i nter med i a te unit, quarterly) goals toward
( e. g . , w i th i n- u ni t, q u a r ter l y ) g o a l s to w a r d meeti ng p a r ti c u l a r meeting particular CA ELD
C A E L D S ta nd a r d s a s th ey p r o g r ess th r o u g h E ng l i sh l a ng u a g e Standards as they progress
proficiency levels. In addition, monitoring helps teachers through English language
d eter mi ne i f stu d ents a r e a d v a nc i ng i n E ng l i sh l a ng u a g e pro ciency levels.
proficiency or if they are stalled i n p a r ti c u l a r a r ea s. I n o th er
w o r d s, mo ni to r i ng h el p s tea c h er s k no w i f th ei r stu d ents a r e
8 3 8 | C h a p ter 8 Assessment
on track f o r a c h i ev i ng end - o f - y ea r l ea r ni ng g o a l s, d i f f er enti a ted f o r E L s u si ng th e C A E L D S ta nd a r d s,
so that within-year instructional adjustments and refinements can be made. For example, a fifth-
g r a d e tea c h er ex a mi nes a q u a r ter l y na r r a ti v e w r i ti ng ta sk th e w h o l e c l a ss c o mp l etes a nd u ses th e C A
E L D S ta nd a r d s to a na l y z e h o w E L stu d ents ex p a nd a nd
Interim/benchmark assessments enr i c h i d ea s i n no u n p h r a ses ( E L D . P I I . 5 . 4 ) . U si ng th i s
should be used judiciously and a p p r o a c h , sh e mo ni to r s h o w a n i nd i v i d u a l E L stu d ent
p r o g r esses th r o u g h o u t th e y ea r . A stu d ent w h o b eg a n
intentionally. . . . Teachers . . . the school year at an early Expanding level of proficiency,
ensure that tests match teaching f o r ex a mp l e, mi g h t p r o g r ess th r o u g h th e E x p a nd i ng l ev el
and learning goals and that ( a c r o ss th e na r r a ti v e w r i ti ng sa mp l es) a nd , p o tenti a l l y ,
valuable instructional time is i nto th e ea r l y B r i d g i ng l ev el b y th e end o f th e y ea r .
not sacri ced to administer and
analyze tests or any other type S i mi l a r l y , h i g h sc h o o l tea c h er s d esi g n a tw o - mo nth
of medium-cycle assessment that u ni t o f stu d y w i th a c u l mi na ti ng , c u r r i c u l u m- emb ed d ed
are not critical for monitoring ELD a r g u ment w r i ti ng ta sk . T h i s w r i ti ng ta sk p r o v i d es u sef u l
progress. med i u m- c y c l e E L D a ssessment ev i d enc e i f th e w r i ti ng i s
a na l y z ed f o r d eg r ee o f a tta i nment o f th e l ea r ni ng g o a l s
ti ed to p a r ti c u l a r C A E L D S ta nd a r d s ( e. g . , h o w stu d ents
a r e u si ng v er b ty p es a nd tenses, o r g a ni z i ng th ei r w r i ti ng ,
ex p a nd i ng no u n p h r a ses) . T h i s a na l y si s h el p s tea c h er s
i d enti f y p a tter ns i n stu d ent l ea r ni ng o u tc o mes ( e. g . , ma ny stu d ents ma y need su p p o r t i n l i nk i ng i d ea s
th r o u g h o u t a tex t to c r ea te c o h esi o n) a s w el l a s i nd i v i d u a l need s. U si ng th e r esu l ts o f th i s a na l y si s
tea c h er s p l a n f u r th er i nstr u c ti o n, th i s w i th i n- y ea r a d j u stment su p p o r ts stu d ents’ p r o g r ess to w a r d end -
o f - y ea r g o a l s i n E L D .
I nter i m/ b enc h ma r k a ssessments sh o u l d b e u sed j u d i c i o u sl y a nd i ntenti o na l l y . Au th enti c c l a ssr o o m
l ea r ni ng ta sk s, r a th er th a n mu l ti p l e- c h o i c e tests o r d ec o ntex tu a l i z ed p er f o r ma nc e ta sk s th a t f o c u s
o n d i sc r ete g r a mma ti c a l sk i l l s a nd v o c a b u l a r y k no w l ed g e, b est i nf o r m o ng o i ng tea c h i ng a nd l ea r ni ng
i n E L D . T ea c h er s o f E L s a p p r o a c h a l l a ssessments w i th a c r i ti c a l ey e to ensu r e th a t tests ma tc h
teaching and learning goals and that valuable instructional time is not sacrificed to administer and
a na l y z e tests— o r a ny o th er ty p e o f med i u m- c y c l e a ssessment— th a t a r e no t c r i ti c a l f o r mo ni to r i ng E L D
p r o g r ess.
Long-Cycle Assessment
Y ea r l y a ssessments, su c h a s th e S ma r ter B a l a nc ed ey [long-cycle assessments]
S u mma ti v e Assessments, a r e l o ng - c y c l e a ssessments. T h ey sum up achievement a er
ty p i c a l l y a ssess stu d ents’ ma ster y o f sta nd a r d s a t th e end a year of learning and are
o f th e g r a d e a nd p r o v i d e stu d ent a c h i ev ement r esu l ts a t therefore most appropriately
sev er a l l ev el s, i nc l u d i ng i nd i v i d u a l , sc h o o l , d i str i c t, a nd sta te. used by schools and districts
T h ey su m u p a c h i ev ement a f ter a y ea r o f l ea r ni ng a nd a r e to monitor their own annual
th er ef o r e mo st a p p r o p r i a tel y u sed b y sc h o o l s a nd d i str i c ts to and longitudinal progress
mo ni to r th ei r o w n a nnu a l a nd l o ng i tu d i na l p r o g r ess a nd to and to determine that
d eter mi ne th a t i nd i v i d u a l stu d ents a nd g r o u p s o f stu d ents individual students and groups
a r e o n tr a c k a c a d emi c a l l y . T h e C E L D T ser v es si mi l a r p u r p o ses of students are on track
w i th r esp ec t to mea su r i ng E L s’ p r o g r ess to w a r d l ea r ni ng academically.
E ng l i sh . S c h o o l s a nd d i str i c ts ensu r e th a t stu d ents i n d u a l
l a ng u a g e p r o g r a ms a r e ma k i ng stea d y p r o g r ess to w a r d
b i l i ter a c y b y i nc l u d i ng a ssessments i n th e r el ev a nt no n-
E ng l i sh l a ng u a g e.
L o ng - c y c l e a ssessments a l so h el p tea c h er s a nsw er th e
f o l l o w i ng q u esti o ns:
Assessment C h a p ter 8 | 8 3 9
• W h a t d i d my o u tg o i ng c l a ss o f stu d ents l ea r n? D i d th ey meet th e sta nd a r d s I w a s tea c h i ng
th em?
• W h a t d i d my i nc o mi ng c l a ss o f stu d ents l ea r n f r o m l a st y ea r to th i s y ea r ? W h i c h sta nd a r d s d i d
th ey a c h i ev e, a nd w h i c h d i d th ey no t a c h i ev e?
• W h a t a r e th e o v er a l l str eng th s a nd a r ea s o f need i n my c l a ss’ s l ea r ni ng ?
• W h a t a r e th e str eng th s a nd a r ea s o f need i n i nd i v i d u a l ’ s a nd g r o u p s’ l ea r ni ng ?
• W h a t a r e th e str eng th s a nd a r ea s o f need i n my c u r r i c u l u m?
• W h a t a r e th e str eng th s a nd a r ea s o f need i n my i nstr u c ti o n?
• H a v e th e i mp r o v ement str a teg i es I / w e p u t i n p l a c e w o r k ed ?
W i th d a ta sy stems, a ssessment r esu l ts a r e a g g r eg a ted so
th a t i nd i v i d u a l tea c h er s a nd sc h o o l s c a n l o o k f o r p a tter ns i n
th ei r stu d ents’ p er f o r ma nc e. T h ey a r e a l so d i sa g g r eg a ted to Long-cycle assessment
p r o v i d e i nf o r ma ti o n o n th e r el a ti v e p er f o r ma nc e o f su b g r o u p s results should be examined
a nd th e p er f o r ma nc e o f i nd i v i d u a l stu d ents. S c h o o l a nd d i str i c t and discussed by teams of
a d mi ni str a to r s u se th ese a ssessment r esu l ts to d eter mi ne educators who sensitively
w h i c h stu d ents h a v e a nd h a v e no t met th e sta nd a r d s a nd analyze outcomes,
i d enti f y th e r el a ti v e str eng th s a nd a r ea s o f need i n c u r r i c u l a
a nd p r o g r a ms. L o ng - c y c l e a ssessment r esu l ts sh o u l d b e responsively adjust
ex a mi ned a nd d i sc u ssed b y tea ms o f ed u c a to r s w h o sensi ti v el y instructional programs,
a na l y z e o u tc o mes, r esp o nsi v el y a d j u st i nstr u c ti o na l p r o g r a ms, plan professional learning,
p l a n p r o f essi o na l l ea r ni ng , c o l l a b o r a te, a nd tea c h . collaborate, and teach.
L o ng - c y c l e a ssessment r esu l ts a r e a p p r o p r i a tel y u sed f o r
sy stem mo ni to r i ng a nd a c c o u nta b i l i ty ; r ep o r ti ng to p a r ents
o n th ei r i nd i v i d u a l c h i l d ’ s a c h i ev ement; a d j u stments to p r o g r a ms, c u r r i c u l a a nd i nstr u c ti o n f o r th e
following school year; teachers’ reflection on their instructional practices; and identifying teachers’
p r o f essi o na l l ea r ni ng need s. As i nd i c a ted , r esu l ts a l so p r o v i d e a sta r ti ng p o i nt f o r stu d ents’ tea c h er s
i n th e f o l l o w i ng sc h o o l y ea r , o f f er i ng a p i c tu r e o f c l a ssr o o m, su b g r o u p , a nd i nd i v i d u a l str eng th s a nd
w ea k nesses. S na p sh o t 8 . 6 p r o v i d es a g l i mp se o f th ese u ses o f l o ng - c y c l e a ssessment.
Snapshot 8 . 6 . L ong - Cycle Assessment in G rade Eig ht
J u st b ef o r e th e new sc h o o l y ea r sta r ts, ei g h th - g r a d e E ng l i sh tea c h er M s. F l o r a a nd h er
ei g h th - g r a d e c o l l ea g u es ex a mi ne th ei r i nc o mi ng stu d ents’ sev enth - g r a d e su mma ti v e E L A
a ssessment r esu l ts to a nti c i p a te th ei r stu d ents’ l ea r ni ng need s. At th e sa me ti me, th ey
ex a mi ne th e p r i o r y ea r ’ s C E L D T r esu l ts f o r th ei r i nc o mi ng E L stu d ents, so me o f w h o m h a v e
b een i n U . S . sc h o o l s f o r o nl y a c o u p l e o f y ea r s a nd o th er s f o r ma ny y ea r s, a s w el l a s a v a i l a b l e
data about their literacy proficiency in their primary language. The teachers want to make
su r e th a t th ey u se a l l a v a i l a b l e i nf o r ma ti o n to d esi g n a p p r o p r i a tel y d i f f er enti a ted i nstr u c ti o n f o r
th ei r stu d ents.
L a st y ea r ’ s r esu l ts su g g est stu d ents ma y need c o nsi d er a b l e su p p o r t i n sev er a l a r ea s,
i nc l u d i ng c l o se a nd a na l y ti c r ea d i ng sk i l l s w i th r esp ec t to l i ter a tu r e a nd i nf o r ma ti o na l tex t a nd
w r i ti ng ef f ec ti v e a r g u ments. T o a d d r ess w ea k nesses ev i d ent i n th e sev enth - g r a d e su mma ti v e
a ssessment r esu l ts, M s. F l o r a p a y s p a r ti c u l a r a ttenti o n to th e g r a d e ei g h t l i ter a tu r e sta nd a r d s:
( 1 ) C i te tex tu a l ev i d enc e th a t mo st str o ng l y su p p o r ts a n a na l y si s o f w h a t th e tex t sa y s
ex p l i c i tl y a s w el l a s i nf er enc es d r a w n f o r th e tex t ( R I . 7 . 1 ) , a nd ( 2 ) C o mp a r e a nd c o ntr a st th e
8 40 | C h a p ter 8 Assessment
Snapshot 8.6. Long-Cycle Assessment in Grade Eight (cont.)
str u c tu r e o f tw o o r mo r e tex ts a nd a na l y z e h o w th e d i f f er i ng str u c tu r es o f ea c h tex t c o ntr i b u te
to i ts mea ni ng a nd sty l e ( R L . 8 . 5 ) . S h e f o c u ses o n th e p a r a l l el sta nd a r d s f o r i nf o r ma ti o na l tex t
a s w el l . I n a d d i ti o n, to a d d r ess th e w ea k nesses ev i d ent i n th e sev enth - g r a d e w r i ti ng r esu l ts,
sh e w o r k s w i th h er stu d ents ex tensi v el y o n th e f o l l o w i ng sta nd a r d : W r i te a r g u ments to
support claims with clear reasons and relevant evidence (W.6–8.1).
W h en sh e ex a mi nes h er stu d ents’ ei g h th - g r a d e E L A su mma ti v e a ssessment r esu l ts a t th e
end of the year, the first question she considers is whether her students met the standards she
identified as in need of considerable instructional attention. She is pleased to note that most
students achieved proficiency on the targeted reading and writing standards. She is satisfied
w i th th e o v er a l l r esu l ts a nd f eel s th a t th e i nstr u c ti o na l f o c u s th a t sh e a nd h er c o l l ea g u es
identified for the year yielded positive results. However, some students did not meet the
proficient levels on the state assessment, so she plans to follow up with her colleagues to
ex a mi ne th e d a ta to d eter mi ne i f th er e a r e stu d ents i n o th er c l a sses w h o d i d no t a c h i ev e th e
standards. She also plans to closely view the data to see where specific areas of need lie and
w h eth er th e r esu l ts o f su mma ti v e a ssessment a r e c o nsi stent w i th w h a t sh e o b ser v ed th r o u g h
f o r ma ti v e a ssessment a nd i nter i m a ssessments. F o r h er E L stu d ents, sh e p l a ns to v i ew E L
stu d ents’ r esu l ts i n l i g h t o f th ei r ei g h th - g r a d e su mma ti v e C E L D T a ssessment r esu l ts a nd no te
any relevant findings. This information provides evidence to help guide any changes in her
i nstr u c ti o n f o r nex t y ea r ’ s ei g h th g r a d er s. S h e a l so k no w s th a t h er c a r ef u l a na l y ses w i l l b e
v a l u a b l e i nf o r ma ti o n to p a ss o n to th e ni nth - g r a d e tea c h er s.
Ensuring Accessibility for ELs on Long-Cycle Assessments
T o ensu r e a n a c c u r a te v i ew o f E L s’ l ea r ni ng sta tu s, Rather, the goal of a support
d esi g na ted a ssessment su p p o r ts ma y b e need ed . T h e i ntent i s is to make an assessment
no t to g i v e E L stu d ents a n u nf a i r a d v a nta g e o v er th o se w h o d o more accessible for ELs
no t r ec ei v e su c h su p p o r t ( Ab ed i a nd E w er s 2 0 1 3 ) . R a th er , th e and to allow students to
g o a l o f a su p p o r t i s to ma k e a n a ssessment mo r e a c c essi b l e f o r demonstrate what they
E L s a nd to a l l o w stu d ents to d emo nstr a te w h a t th ey k no w a nd know and can do, thereby
can do, thereby leveling the playing field and strengthening leveling the playing eld and
th e v a l i d i ty o f a ssessment r esu l ts f o r E L s. T h e f o l l o w i ng f a c to r s strengthening the validity of
sh o u l d b e c o nsi d er ed w h en sel ec ti ng a ssessment su p p o r ts f o r assessment results for ELs.
E L s:
• E f f ec ti v eness: A su p p o r t i s ef f ec ti v e i n ma k i ng a n
a ssessment mo r e a c c essi b l e to th e r ec i p i ents.
• V a l i d i ty : A su p p o r t d o es no t a l ter th e f o c a l c o nstr u c t b ei ng a ssessed , th a t i s, th e o u tc o mes o f
su p p o r ted a nd u nsu p p o r ted a ssessments a r e c o mp a r a b l e.
• D i f f er enti a l I mp a c t: A su p p o r t i s sensi ti v e to stu d ents’ b a c k g r o u nd c h a r a c ter i sti c s a nd th ei r
academic standing; one size may not fit all.
• R el ev a nc e: A su p p o r t i s a p p r o p r i a te f o r th e r ec i p i ents.
• F ea si b i l i ty : A su p p o r t i s l o g i sti c a l l y f ea si b l e to i mp l ement i n th e a ssessment setti ng ( Ab ed i a nd
E w er s 2 0 1 3 , 4 ) .
Assessment C h a p ter 8 | 8 41
T h e S ma r ter B a l a nc ed Assessment C o nso r ti u m o f f er s u ni v er sa l emb ed d ed o nl i ne to o l s th a t i mp r o v e
th e a c c essi b i l i ty f o r a l l stu d ents, sev er a l emb ed d ed d esi g na ted su p p o r ts th a t i mp r o v e a c c essi b i l i ty f o r
E L s, a nd a c c o mmo d a ti o ns f o r stu d ents w i th d i sa b i l i ti es a s r eq u i r ed b y th ei r i nd i v i d u a l i z ed ed u c a ti o n
p r o g r a m ( I E P ) o r 5 0 4 p l a n ( S ma r ter B a l a nc ed 2 0 1 3 b ) . E x a mp l es o f d esi g na ted su p p o r ts, d ep end i ng
o n th e ty p e o f a ssessment, i nc l u d e b i l i ng u a l g l o ssa r i es, tr a nsl a ted test d i r ec ti o ns, a nd tex t- to - sp eec h
f ea tu r es. T h e ty p e o f su p p o r t u sef u l to E L s v a r i es d ep end i ng o n th e stu d ent’ s a g e a nd l ev el o f E ng l i sh
language proficiency, as well as the subject area assessed, type of assessment task, and other factors.
( S ee U sa b i l i ty , Ac c essi b i l i ty , a nd Ac c o mmo d a ti o ns G u i d el i nes f r o m S ma r ter B a l a nc ed 2 0 1 4 l o c a ted
a t h ttp : / / w w w . sma r ter b a l a nc ed . o r g / w o r d p r ess/ w p - c o ntent/ u p l o a d s/ 2 0 1 4 / 0 8 / S ma r ter B a l a nc ed _
G u i d el i nes. p d f . )
Additional Methods of Medium- and Long-Cycle Assessment
Ad d i ti o na l meth o d s f o r ev a l u a ti ng stu d ent a c h i ev ement i n med i u m o r l o ng c y c l es i nc l u d e r u b r i c s
a nd stu d ent p o r tf o l i o s.
Rubrics
P er f o r ma nc e a ssessments th a t r eq u i r e stu d ents to d emo nstr a te l ea r ni ng th r o u g h a n o r a l , w r i tten,
o r mu l ti mo d a l p er f o r ma nc e ta sk ( e. g . , a p r esenta ti o n, a r ep o r t) c a n b e ev a l u a ted a c c o r d i ng to a
rubric. A commonly accepted definition of a rubric is a document that articulates the expectations for
a n a ssi g nment b y l i sti ng th e c r i ter i a , o r w h a t c o u nts, a nd d esc r i b i ng l ev el s o f q u a l i ty ( And r a d e, a nd
o th er s 2 0 0 9 ) . C r i ter i a r el a te to th e l ea r ni ng th a t stu d ents a r e b ei ng a sk ed to d emo nstr a te r a th er th a n
th e ta sk s th emsel v es, a nd th ey sh o u l d p r o v i d e c l ea r d esc r i p ti o ns o f p er f o r ma nc e a c r o ss a c o nti nu u m
of quality (Brookhart 2013). The criteria are linked to standards and reflect what is required to meet a
specific standard or cluster of standards.
D esc r i p ti o ns o f p er f o r ma nc e a r e u su a l l y p r esented w i th i n sc o r e l ev el s, a nd th e nu mb er o f sc o r e
l ev el s d ep end s o n th e ex tent to w h i c h c r i ter i a a c r o ss th e l ev el s c a n d i sti ng u i sh a mo ng v a r y i ng
d eg r ees o f u nd er sta nd i ng a nd sk i l l s. T h e k no w l ed g e a nd sk i l l s a t o ne l ev el d i f f er d i sti nc ti v el y f r o m
th o se a t o th er l ev el s ( L a ne 2 0 1 3 ) . C o mmer c i a l l y p r o d u c ed p er f o r ma nc e a ssessments u sed f o r h i g h
sta k es a ssessment p u r p o ses ( e. g . , p l a c ement o r end - o f - y ea r g r a d es) sh o u l d p r o v i d e ev i d enc e o f th ei r
tec h ni c a l q u a l i ty . ( S ee th e sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter . ) E x a mp l es o f ev i d enc e i nc l u d e
review by language and literacy experts, review to ensure cultural and language sensitivity, and field
tests th a t d emo nstr a te th a t th e r u b r i c d i f f er enti a tes p er f o r ma nc e a c r o ss l ev el s o f th e r u b r i c a nd a c r o ss
g r a d es.
F o r c l a ssr o o m a ssessment, i n si tu a ti o ns w h er e sta k es a r e no t so h i g h , tea c h er s— so meti mes
i n c o l l a b o r a ti o n w i th stu d ents— c a n d ev el o p r u b r i c s f o r p er f o r ma nc e a ssessments. C o - c o nstr u c ti o n
o f r u b r i c s w i th stu d ents i s a p o w er f u l w a y to b u i l d stu d ent u nd er sta nd i ng a nd a c c ep ta nc e o f
ex p ec ta ti o ns. W h en c r ea ti ng r u b r i c s, th r ee p o i nts a r e
i mp o r ta nt. F i r st, r u b r i c s sh o u l d ex p r ess a s c l ea r l y a nd Performance assessments
c o nc i sel y a s p o ssi b l e th e ex p ec ted p er f o r ma nc e a t ea c h that require students to
l ev el . T h er ef o r e, i t i s i mp o r ta nt to a v o i d a mb i g u o u s
l a ng u a g e. B ef o r e u si ng th e r u b r i c , th e l a ng u a g e o f th e demonstrate learning through
r u b r i c i s ex p l a i ned to stu d ents. S ec o nd , ex p ec ta ti o ns a r e an oral, wri en, or multimodal
c o mmu ni c a ted th r o u g h no n- p ej o r a ti v e d esc r i p ti o ns o f w h a t performance task (e.g., a
performance looks like at each level, reflecting a growth presentation, a report) can
mindset. Third, the gradations of quality are specifically be evaluated according to a
a r ti c u l a ted a c r o ss l ev el s. F i g u r e 8 . 6 p r esents a n ex a mp l e o f rubric.
a r u b r i c f o r sc o r i ng a n essa y . T h e d i mensi o ns o f th e r u b r i c
a r e l i sted o n th e l ef t- h a nd si d e a nd th e c r i ter i a a r e c l ea r l y
d esc r i b ed a c r o ss f o u r l ev el s o f p er f o r ma nc e a l o ng th e to p .
8 42 | C h a p ter 8 Assessment
Assessment Figure 8.6. Essay Scoring Rubric
Dimensions 4 3 2 1
T h e th esi s a nd su p p o r t f o r
I deas and Content T h e essa y h a s a c l ea r T h e essa y h a s a c l ea r th esi s. An o p i ni o n i s g i v en. T h e i t i s b u r i ed , c o nf u sed a nd / o r
th esi s a nd su p p o r ts i t C o mp a r i so ns b etw een th e su p p o r t f o r i t tend s to b e u nc l ea r .
w i th ev i d enc e. R el ev a nt a r t w o r k s a r e ma d e. T h e w ea k o r i na c c u r a te. M a y g et
c o mp a r i so ns b etw een th e discussion of influences o f f to p i c . T h er e i s no r ea l b eg i nni ng
p a i nti ng s a r e ma d e. R ea so ns mi g h t b e th i n. o r end i ng . T h e i d ea s seem
f o r th e si mi l a r i ti es a nd T h e p a p er h a s a n a ttemp t a t l o o sel y str u ng to g eth er . P o o r
d i f f er enc es a r e d i sc u ssed i n T h e p a p er h a s a b eg i nni ng , a b eg i nni ng a nd / o r end i ng . p a r a g r a p h f o r ma tti ng .
terms of the influence of one mi d d l e a nd end i n a n S o me i d ea s ma y seem o u t o f
a r t mo v ement o n a no th er . o r d er th a t ma k es sense. o r d er . S o me p r o b l ems w i th The writing is flat, lacks a
P a r a g r a p h s a r e i nd ented ; p a r a g r a p h s. p er sp ec ti v e, a nd u ses a n
O rg aniz ation T h e p a p er h a s a n i nter esti ng so me h a v e to p i c a nd c l o si ng i na p p r o p r i a tel y f o r ma l o r
b eg i nni ng , d ev el o p ed sentenc es. T h e w r i ter ’ s p er sp ec ti v e i s i nf o r ma l sty l e a nd to ne.
mi d d l e, a nd sa ti sf y i ng o b sc u r e. T h e p a p er sh o w s T h e sa me w o r d s a r e u sed
c o nc l u si o n i n a n o r d er th a t T h e sty l e a nd to ne a r e l i ttl e a w a r eness o f a u d i enc e r ep ea ted l y , so me i nc o r r ec tl y .
ma k es sense. P a r a g r a p h s a p p r o p r i a te. T h e w r i ter ’ s a nd p u r p o se.
a r e i nd ented , h a v e to p i c a nd p er sp ec ti v e f a d es i n a nd o u t. I nc o mp l ete, r u n- o n a nd
c l o si ng sentenc es, a nd ma i n T h e w o r d s u sed a r e o r d i na r y . a w k w a r d sentenc es ma k e
i d ea s. S o me ma y so u nd f o r c ed o r th e p a p er h a r d to r ea d .
c lic h é d . The writing is difficult to
V oice and T one T h e w r i ti ng h a s a c l ea r u nd er sta nd b ec a u se o f
p er sp ec ti v e, so p h i sti c a ted M a ny p o o r l y c o nstr u c ted er r o r s.
sty l e, a nd a p p r o p r i a te to ne. sentenc es. L i ttl e v a r i ety i n
b eg i nni ng s o r l eng th .
W ord choice T h e w o r d s u sed a r e T h e w o r d s u sed a r e c o r r ec t,
d esc r i p ti v e b u t na tu r a l , w i th a f ew a ttemp ts a t v i v i d T h er e a r e eno u g h er r o r s to
v a r i ed a nd v i v i d . l a ng u a g e. ma k e th e w r i ti ng h a r d to
r ea d .
Sentence F luency S entenc es a r e c l ea r , M o stl y w el l - c o nstr u c ted
c o mp l ete, b eg i n i n d i f f er ent sentenc es. S o me v a r i ety i n
w a y s, a nd v a r y i n l eng th . b eg i nni ng s a nd l eng th .
C h a p ter 8 | 8 43 Conv entions S p el l i ng , p u nc tu a ti o n, S p el l i ng , p u nc tu a ti o n a nd
c a p i ta l i z a ti o n, a nd g r a mma r c a p i ta l i z a ti o n a r e u su a l l y
a r e c o r r ec t. O nl y mi no r ed i ts c o r r ec t. S o me p r o b l ems w i th
a r e need ed . g r a mma r .
Source
And r a d e, H ei d i G . 2 0 1 3 . Essay Scoring Rubric. U np u b l i sh ed d o c u ment.
I t i s p r ef er a b l e f o r tea c h er s to d esi g n r u b r i c s c o l l eg i a l l y a s a g r o u p r a th er th a n a s i nd i v i d u a l s.
T a k i ng a d v a nta g e o f h o w sc h o o l tea ms a l r ea d y w o r k to g eth er a nd ensu r i ng th a t a p p r o p r i a te c o ntent
ex p er ti se i s r ep r esented a r e u sef u l o p er a ti ng p r o c ed u r es f o r r u b r i c d ev el o p ment ( B r o o k h a r t 2 0 1 3 ) .
There is no specified frequency with which teachers should use rubrics. The use of a rubric depends
o n i ts p u r p o se ( B r o o k h a r t 2 0 1 3 ) . F o r ex a mp l e, a r u b r i c ma y b e u sed a t r eg u l a r i nter v a l s d u r i ng a
w r i ti ng a ssi g nment o r o nc e ea c h w eek to a ssess o r a l r ea d i ng . G i v en th e ti me a nd ef f o r t r eq u i r ed to
d ev el o p q u a l i ty r u b r i c s, i t i s i mp o r ta nt to i d enti f y l ea r ni ng g o a l s o r sta nd a r d s th a t a r e b est a ssessed b y
p er f o r ma nc e ta sk s a nd r u b r i c s, so th a t th e i nv estment i n th ei r d ev el o p ment i s w o r th w h i l e ( Ar ter a nd
C h a p p u is2 0 0 6 ) .
Rubrics can improve student R u b r i c s c a n i mp r o v e stu d ent p er f o r ma nc e, a s w el l a s
performance, as well as mo ni to r i t, b y ma k i ng tea c h er s’ ex p ec ta ti o ns c l ea r a nd b y
monitor it, by making sh o w i ng stu d ents h o w to meet th ese ex p ec ta ti o ns. W h en
teachers’ expectations clear tea c h er s p r o v i d e a n ev a l u a ti o n o f stu d ent w o r k u si ng a
and by showing students how r u b r i c , i t sh o u l d b e c l ea r to stu d ents w h a t th ey need to d o
to meet these expectations. to i mp r o v e i n th e f u tu r e. R u b r i c s a l so su p p o r t stu d ent sel f -
a nd p eer a ssessment. ( S ee th e sec ti o n i n th i s c h a p ter o n
stu d ent i nv o l v ement f o r mo r e i nf o r ma ti o n o n sel f - a nd p eer
a ssessment) .
R u b r i c s a r e p a r ti c u l a r l y u sef u l f o r a ssessi ng o r a l l a ng u a g e d ev el o p ment, p a r ti c u l a r l y f o r E L s.
F o r ex a mp l e, r u b r i c s c a n f o c u s tea c h er s’ a ttenti o n o n p a r ti c u l a r d i sc o u r se p r a c ti c es, g r a mma ti c a l
str u c tu r es, a nd v o c a b u l a r y a s th ey o b ser v e a nd l i sten to stu d ents’ c o l l a b o r a ti v e d i sc u ssi o ns, o r a l
p r esenta ti o ns, a nd i nf o r ma l c o nv er sa ti o ns. T h ese o b ser v a ti o ns th en g u i d e i nstr u c ti o na l d ec i si o n-
ma k i ng , i nc l u d i ng w a y s to str u c tu r e c o nv er sa ti o ns a nd p r o d u c ti v e g r o u p w o r k , h o w to mo d el d i f f er ent
u ses o f E ng l i sh , a nd h o w to p r o v i d e a mp l e ex p o su r e to r i c h o r a l l a ng u a g e, i nc l u d i ng f r o m p eer s. T h e
C A C C S S f o r E L A/ L i ter a c y a nd th e C A E L D S ta nd a r d s c a n b e u sed to d esi g n r u b r i c s to g a u g e stu d ents’
p r o g r ess i n o r a l l a ng u a g e ( i nc l u d i ng v o c a b u l a r y a nd p r esenta ti o ns) , c o l l a b o r a ti v e d i sc u ssi o ns, w r i ti ng ,
a nd o th er a r ea s o f th e c u r r i c u l u m. G i v en th e i nter r el a ted na tu r e o f th e tw o sets o f sta nd a r d s, tea c h er s
c r ea te i nteg r a ted r u b r i c s th a t u se b o th sets o f sta nd a r d s, a s w el l a s th e sta nd a r d s’ c o mp a ni o n
a p p end i c es a nd d o c u ments, to a v o i d c r ea ti ng mu l ti p l e r u b r i c s f o r th e sa me ta sk s.
Por olios
S tu d ent p o r tf o l i o s a r e a no th er u sef u l so u r c e o f ev i d enc e f o r ma k i ng j u d g ments a b o u t stu d ent
l ea r ni ng . A p o r tf o l i o i s a sy stema ti c c o l l ec ti o n o f stu d ent w o r k a nd r el a ted ma ter i a l s th a t tel l s th e
sto r y o f a stu d ent’ s a c ti v i ti es, p r o g r ess, a nd a c h i ev ement i n a g i v en su b j ec t a r ea ( Ar ter a nd S p a nd el
1 9 9 2 ; V enn 2 0 0 0 ) . P o r tf o l i o s c a n p r o v i d e a p r o g r essi v e r ec o r d o f stu d ent g r o w th , o r th ey c a n b e u sed
to demonstrate mastery of specific learning goals and contain samples only of a student’s highest
a c h i ev ement ( V enn 2 0 0 0 ) . P o r tf o l i o s a r e c o nsi d er ed ei th er med i u m- o r l o ng - c y c l e a ssessments,
d ep end i ng o n th e l eng th o f th e l ea r ni ng p er i o d c o v er ed .
Whatever the purpose of the portfolio, sufficient samples related to specific learning goals should
b e i nc l u d ed to ena b l e a n ev a l u a ti o n o f ei th er g r o w th o r a c h i ev ement ( C h a p p u i s, a nd o th er s 2 0 1 2 ) .
The specific learning goals are aligned to standards, and the evidence included in the portfolio reflects
either students’ progress toward meeting standards or achievement of specific standards.
P o r tf o l i o s c a n i nc l u d e a r a ng e o f ev i d enc e: stu d ent l ea r ni ng g o a l s; sa mp l es o f w r i tten w o r k ;
i ma g es o f w o r k sa mp l es ( e. g . , d i g i ta l i ma g es o f mo d el s o r o th er r ep r esenta ti o ns) ; a u d i o sa mp l es ( e. g . ,
student narratives, oral presentations, or read alouds), video files (e.g., student performances, ASL-
signed presentations); student reflections; teacher observations; teacher-student conference notes;
a nd d o c u menta ti o n o f a ny o th er a ssessment r esu l ts. D i g i ta l p o r tf o l i o s a l l o w stu d ents to a ssemb l e a nd
p u b l i c l y p r esent th ei r w o r k . Assemb l i ng a p o r tf o l i o d i r ec tl y i nv o l v es stu d ents i n sel ec ti ng i ts c o ntents
8 44 | C h a p ter 8 Assessment
as well as reflecting on the reasons selections were made, what they represent, and what they show
a b o u t stu d ents’ l ea r ni ng ( Ar ter a nd S p a nd el 1 9 9 2 ; C h a p p u i s, a nd o th er s. 2 0 1 2 ) .
T h e f o l l o w i ng a r e q u esti o ns tea c h er s sh o u l d k eep i n mi nd w h en u si ng p o r tf o l i o s:
• H o w r ep r esenta ti v e i s th e w o r k i nc l u d ed i n th e p o r tf o l i o o f w h a t stu d ents c a n r ea l l y d o ?
• D o th e p o r tf o l i o p i ec es r ep r esent c o a c h ed w o r k , i nd ep end ent w o r k , o r g r o u p w o r k ?
• D o th e p o r tf o l i o p i ec es r ep r esent stu d ent l a ng u a g e Assembling a por olio directly
a nd l i ter a c y p r o g r ess a c r o ss th e c o ntent a r ea s? involves students in selecting
its contents as well as re ecting
• H o w w el l d o th e p o r tf o l i o i tems ma tc h sta nd a r d s? on the reasons selections were
made, what they represent,
• Ar e th er e c l ea r c r i ter i a f o r j u d g i ng th e w o r k a nd d o and what they show about
th e c r i ter i a r ep r esent th e mo st r el ev a nt d i mensi o ns o f students’ learning
stu d ent w o r k p r o d u c ts?
• I s th er e a meth o d f o r ensu r i ng th a t ev a l u a ti o n c r i ter i a
a r e a p p l i ed c o nsi stentl y a nd a c c u r a tel y ? ( Ar ter a nd
S p a nd el 1 9 9 2 )
W el l - d ev el o p ed c r i ter i a a r e u sed to ev a l u a te p o r tf o l i o i tems a nd esta b l i sh th e sc o r i ng p r o c ess ( e. g . ,
th e nu mb er o f r a ter s, w h en sc o r i ng ta k es p l a c e) . I t i s a l so i mp o r ta nt to c o mmu ni c a te w h eth er th e
p o r tf o l i o i s to b e r a ted a s a w h o l e o r a s i nd i v i d u a l sa mp l es, a nd i f so , h o w th e i tems a r e w ei g h ted .
F o r ex a mp l e, a r e v i d eo p er f o r ma nc es o f stu d ents’ sp o k en l a ng u a g e w ei g h ted mo r e o r l ess th a n th ei r
w r i tten a r ti f a c ts?
P o r tf o l i o s a l so p r o v i d e v a l u a b l e i nf o r ma ti o n a b o u t stu d ent p r o g r ess to p a r ents, p a r ti c u l a r l y th e
p a r ents o f E L s a nd o th er l a ng u a g e- mi no r i ty stu d ents w h o ma y no t b e c o mp l etel y f a mi l i a r w i th U . S .
sc h o o l i ng p r a c ti c es a nd sy stems. P o r tf o l i o s d esi g ned to tell the story o f stu d ent g r o w th d u r i ng a
p a r ti c u l a r ti me f r a me c o mmu ni c a te to p a r ents h o w th ei r c h i l d r en a r e d ev el o p i ng i n a v a r i ety o f a r ea s
v a l u ed b y th e sta nd a r d s a nd c u r r i c u l a . T h i s i nf o r ma ti o n c a n h el p p a r ents su p p o r t th ei r stu d ents’
c o nti nu ed d ev el o p ment a nd ex p a nd o p p o r tu ni ti es f o r c o l l a b o r a ti o n b etw een sc h o o l s a nd f a mi l i es.
Student Involvement
W h a tev er th e a ssessment c y c l e, o ne g o a l o f a ssessment i s to p r o mo te a p o si ti v e o r i enta ti o n to
l ea r ni ng f o r stu d ents. Assessment, p a r ti c u l a r l y w h en sta k es a r e a tta c h ed , c r ea tes a str o ng r ea so n f o r
l ea r ni ng . H o w ev er , a ssessment c a n a l so i mp a c t th e l ea r ner ’ s w i l l i ng ness, d esi r e, a nd c a p a c i ty to l ea r n
( H a r l en a nd D ea k i n C r i c k 2 0 0 2 ) . F o r ex a mp l e, i f p a ssi ng th e test b ec o mes th e r ea so n f o r l ea r ni ng ,
th en stu d ents r u n th e r i sk o f d ev el o p i ng a p er f o r ma nc e o r i enta ti o n, r a th er th a n a l ea r ni ng a nd ma ster y
o r i enta ti o n ( Ames a nd Ar c h er 1 9 8 8 ; D w ec k 1 9 9 9 , 2 0 0 6 ) . S tu d ents w i th a p er f o r ma nc e o r i enta ti o n tend
to u se p a ssi v e r a th er th a n a c ti v e l ea r ni ng str a teg i es, th ey a v o i d l ea r ni ng c h a l l eng es, a nd th ei r l ea r ni ng
tend s to b e sh a l l o w r a th er th a n d eep ( C r o o k s 1 9 8 8 ; H a r l en a nd J a mes 1 9 9 7 ) .
Whatever the assessment W h i l e tea c h er s c a n h el p stu d ents l ea r n, o nl y stu d ents
cycle, one goal of assessment c a n a c tu a l l y d o th e l ea r ni ng . F o r th i s r ea so n, su c c essf u l
is to promote a positive a c h i ev ement o f sta nd a r d s r eq u i r es stu d ents to d ev el o p a
orientation to learning l ea r ni ng o r i enta ti o n ev i d enc ed b y a n i nter est i n l ea r ni ng a nd
for students. Assessment, meeti ng c h a l l eng es, a nd a b el i ef th a t ef f o r t, eng a g ement i n
particularly when stakes are l ea r ni ng , a nd th e d ev el o p ment o f l ea r ni ng str a teg i es l ea d to
a ached, creates a strong i nc r ea sed a c h i ev ement.
reason for learning.
I f stu d ents a r e i nv o l v ed i n th e a ssessment p r o c ess,
th ey a r e mo r e l i k el y to d ev el o p a l ea r ni ng o r i enta ti o n th a n
i f th ey a r e so l el y p a ssi v e r ec i p i ents o f test sc o r es. T h ey a r e
a l so mo r e l i k el y to d ev el o p sk i l l s i n setti ng g o a l s, ma na g i ng
Assessment C h a p ter 8 | 8 45
th e p u r su i t o f th o se g o a l s, a nd sel f - mo ni to r i ng — a l l i mp o r ta nt 2 1 st c entu r y sk i l l s ( N R C 2 0 1 2 ) . Ac ti v e
stu d ent i nv o l v ement i n th e a ssessment p r o c ess i s v i ta l i n d ev el o p i ng stu d ent sel f - d i r ec ti o n i n l ea r ni ng .
C r u c i a l to stu d ent i nv o l v ement i n a ssessment, f eed b a c k i s a c r i ti c a l f a c to r i n d ev el o p i ng stu d ents’
i nsi g h t i nto th ei r o w n l ea r ni ng a nd u nd er sta nd i ng ( N R C 1 9 9 9 ; O E C D 2 0 0 5 ) .
Feedback
F eed b a c k i nd i c a tes to stu d ents w h a t th ey h a v e d o ne Feedback indicates to students
w el l — th e d eg r ee to w h i c h th ey h a v e met l ea r ni ng g o a l s— what they have done well the
a nd w h a t th ey c a n d o nex t to i mp r o v e th ei r l ea r ni ng degree to which they have met
( B a ng er t- D r o w ns, a nd o th er s 1 9 9 1 ) . I mp o r ta ntl y , f eed b a c k
f r o m tea c h er s o r p eer s sh o u l d f o c u s o n ta sk s, p r o c esses learning goals and what they
stu d ents u se, a nd stu d ents’ sel f - r eg u l a ti o n, r a th er th a n o n can do next to improve their
stu d ents th emsel v es ( K l u g er a nd D eN i si 1 9 9 6 ; H a tti e a nd learning.
T i mp er l ey 2 0 0 7 ) . F eed b a c k , esp ec i a l l y p eer f eed b a c k , sh o u l d
a v o i d ma k i ng c o mp a r i so ns w i th o th er stu d ents ( B l a c k a nd
W i l i a m 1 9 9 8 ; W i l i a m 2 0 0 7 ) . As W i l i a m ( 2 0 1 1 ) su g g ests, f eed b a c k sh o u l d p r o mp t a cognitive r ea c ti o n
( i n w h i c h th e l ea r ner f o c u ses o n a c ti v e step s to a c h i ev e ma ster y ) a nd no t a n emotional r ea c ti o n ( i n
w h i c h th e l ea r ner ex p er i enc es a nx i ety o r emb a r r a ssment) .
L o ng - a nd med i u m- c y c l e a ssessments u su a l l y p r o d u c e a sc o r e i nd i c a ti ng th e sta tu s o f
a c h i ev ement. W h i l e th e sc o r es ty p i c a l l y tel l stu d ents what th ey h a v e a c h i ev ed , th ey d o no t tel l th em
how o r why th ey a c h i ev ed w h a t th ey d i d . T h e r o l e o f tea c h er f eed b a c k i n r el a ti o n to th ese ty p es
o f a ssessment r esu l ts i s to h el p stu d ents u nd er sta nd w h er e th ey w er e su c c essf u l o r no t a nd to set
g o a l s w i th stu d ents th a t i nf o r m th em a b o u t w h er e a nd h o w th ey need to i mp r o v e. T h i s a p p r o a c h
r eq u i r es th a t tea c h er s sp end ti me w i th stu d ents d i sc u ssi ng a ssessment r esu l ts a nd setti ng g o a l s a nd
str a teg i es f o r i mp r o v ement. E v en w h en tea c h er s u se r u b r i c s a nd p r o v i d e ev a l u a ti v e sc o r es, stu d ents
still need feedback about how to improve. Although time consuming, the benefit for students is more
a ssessment tr a nsp a r enc y a nd i nc r ea sed g o a l o r i enta ti o n a nd o w ner sh i p o f f u tu r e l ea r ni ng .
W h en c o nsi d er i ng f eed b a c k to g i v e E L stu d ents o n th ei r d ev el o p i ng E ng l i sh l a ng u a g e u se, tea c h er s
should focus first and foremost on effective communication and meaning making. They take note of
l a ng u a g e r eso u r c es ( e. g . , v o c a b u l a r y , g r a mma ti c a l str u c tu r es, d i sc o u r se mo v es) stu d ents emp l o y a nd
p l a n w a y s w i th stu d ents to i nc r ea se th ei r u se. T ea c h er s enc o u r a g e E L stu d ents to ta k e r i sk s w h en
u si ng E ng l i sh a nd esta b l i sh a sa f e a nd su p p o r ti v e env i r o nment i n w h i c h stu d ents a r e f r ee to ma k e
mistakes— th a t a r e i n f a c t no r ma l d ev el o p menta l step s— i n a p p r o x i ma ti ng c o mp l ex a c a d emi c u ses o f
a d v a nc ed E ng l i sh . F o r ex a mp l e, a stu d ent mi g h t a sk , “ H o w f a st
When considering th e l a v a g o ? ” I f a tea c h er sto p s to c o r r ec t th e stu d ent’ s g r a mma r
feedback to give ( e. g . , to tel l th e stu d ent th ey mu st u se th e w o r d does) , th e f o c u s
EL students on their o n mea ni ng c a n b e l o st a nd th e stu d ent ma y b e d i sc o u r a g ed f r o m
developing English ta k i ng f u r th er r i sk s. I nstea d , tea c h er s th i nk c a r ef u l l y a b o u t w h en
language use, teachers a nd h o w to p r o v i d e f eed b a c k o n p a r ti c u l a r a sp ec ts o f stu d ents’
should focus rst and l a ng u a g e u se, i nc l u d i ng g r a mma ti c a l str u c tu r es, v o c a b u l a r y , a nd
foremost on e ective r eg i ster . T h e tea c h er ma y a t th a t mo ment si mp l y a c k no w l ed g e th e
communication and stu d ent’ s q u esti o n a nd r ec a st th e sta tement, th er eb y p r o v i d i ng
meaning making. i mp l i c i t f eed b a c k ( “ T h a t’ s a g r ea t q u esti o n! H o w f a st d o es th e
lava flow? Let’s read to find out.”). In this example, the teacher
a l so w r i tes th e r ec a st q u esti o n o n a c h a r t o r u si ng a d o c u ment
c a mer a to p r o v i d e a v i su a l r ei nf o r c ement o f th e o r a l mo d el i ng ,
a nd r ef er r i ng to a l i st o f q u esti o ns stu d ents h a v e g ener a ted , th e c l a ss c h o r a l l y r ea d s th em to g eth er .
I n a d d i ti o n, th e tea c h er no tes w h a t th e i nd i v i d u a l stu d ent sa i d a nd ma k es p l a ns to a d d r ess th e
g r a mma ti c a l str u c tu r e o f q u esti o ns mo r e ex p l i c i tl y d u r i ng d esi g na ted E L D . T h ese ex a mp l es d o
8 46 | C h a p ter 8 Assessment
no t i mp l y th a t ex p l i c i t a ttenti o n to E ng l i sh l a ng u a g e d ev el o p ment sh o u l d no t o c c u r d u r i ng c o ntent
i nstr u c ti o n. R a th er , th e w a y i n w h i c h f eed b a c k i s p r o v i d ed i s c a r ef u l l y c o nsi d er ed to ma x i mi z e stu d ent
mea ni ng ma k i ng a nd r i sk ta k i ng . O v er c o r r ec ti o n, p a r ti c u l a r l y
w h en i t f eel s to th e stu d ent l i k e r i d i c u l e ( e. g . , c o nsta ntl y . . . the way in which feedback
r eq u i r i ng a stu d ent to r ep ea t u tter a nc es i n g r a mma ti c a l l y
c o r r ec t a nd c o mp l ete sentenc es o r c h a sti si ng a stu d ent f o r is provided is carefully
no t u si ng sta nd a r d E ng l i sh p r o nu nc i a ti o n) , i s no t ef f ec ti v e considered to maximize
f eed b a c k . O v er c o r r ec ti o n d etr a c ts f r o m c o ntent k no w l ed g e student meaning making and
d ev el o p ment a nd d i sc o u r a g es E L ( a nd no n- E L ) stu d ents f r o m risk taking.
p a r ti c i p a ti ng i n c o nv er sa ti o ns a nd w r i ti ng th ei r i d ea s f r eel y ,
th u s i mp ed i ng th ei r l a ng u a g e d ev el o p ment.
Snapshot 8 . 7 . Student I nv olv ement in Assessment in G rade F our
M i ss N i eto , a f o u r th - g r a d e tea c h er , h a s a d i sc u ssi o n w i th ea c h o f h er stu d ents a b o u t th ei r
r ea d i ng sc o r es f r o m a n i nter i m a ssessment. I n h er meeti ng w i th H enr y , sh e no tes th a t h e h a s
d o ne w el l o n th e i tems r el a ted to u si ng ex p l i c i t d eta i l s a b o u t th e tex t a nd su mma r i z i ng c entr a l
i d ea s a nd i s o n tr a c k to meet th e a sso c i a ted sta nd a r d s. S h e a l so d i sc u sses w i th H enr y th a t h i s
sc o r es i nd i c a te th a t h e i s no t a s str o ng i n u si ng su p p o r ti ng ev i d enc e to j u sti f y o r i nter p r et h o w
i nf o r ma ti o n i s p r esented . M i ss N i eto a nd H enr y h a v e a c o nv er sa ti o n a b o u t w h y h e th i nk s h e
sc o r ed l o w er o n th ese i tems. H e tel l s h er th a t h e th i nk s h e i s b eg i nni ng to b etter u nd er sta nd
how to use evidence for justification but it continues to be difficult for him. She suggests that
th i s sh o u l d b e so meth i ng h e c o nsc i o u sl y f o c u ses o n i mp r o v i ng b etw een no w a nd th e nex t
i nter i m a ssessment, a nd sh e p r o v i d es so me i d ea s to su p p o r t h i s l ea r ni ng .
F eed b a c k i s p a r ti c u l a r l y sa l i ent i n th e c o ntex t o f f o r ma ti v e a ssessment. S tu d ents c a n r ec ei v e
f eed b a c k i n th r ee w a y s: f r o m th ei r tea c h er s, f r o m p eer s, a nd th r o u g h th ei r o w n sel f - a ssessment. T h e
p u r p o se o f th e f eed b a c k i s to c l o se th e g a p b etw een th e stu d ent’ s c u r r ent l ea r ni ng sta tu s a nd th e
l esso n g o a l s ( S a d l er 1 9 8 9 ) . I t i s c r i ti c a l l y i mp o r ta nt th a t stu d ents b e g i v en o p p o r tu ni ti es to use th e
f eed b a c k , o th er w i se i t d o es no t ser v e th e i ntend ed p u r p o se.
Teacher Feedback
T h r ee c a teg o r i es o f q u esti o ns p r o v i d e a f r a me f o r f eed b a c k to stu d ents i n f o r ma ti v e a ssessment
( a d a p ted f r o m H a tti e 2 0 1 2 , 1 3 0 ) . T h e q u esti o ns a r e c r a f ted f r o m th e stu d ents’ p er sp ec ti v e w i th th e
a i m o f b u i l d i ng stu d ents’ i nv o l v ement a nd o w ner sh i p o f l ea r ni ng th r o u g h th e f o r ma ti v e a ssessment
p r o c ess.
1 . W h er e a m I g o i ng ? W h a t a r e my g o a l s?
2 . W h er e a m I no w ? W h a t p r o g r ess a m I ma k i ng to w a r d s th e g o a l ?
3 . W h er e to nex t? W h a t d o I need to d o to ma k e b etter p r o g r ess?
To answer the first questions, both teachers and students need to be clear about the goal or
ta r g et o f th e l ea r ni ng a nd w h a t c o nsti tu tes su c c essf u l p er f o r ma nc e o f l ea r ni ng . Answ er i ng th e sec o nd
set r eq u i r es tea c h er s a nd stu d ents to el i c i t a nd i nter p r et ev i d enc e o f l ea r ni ng . I n o th er w o r d s, th ey
need to d ec i d e w h er e stu d ents’ l ea r ni ng c u r r entl y sta nd s i n r el a ti o n to th e l ea r ni ng g o a l . Answ er i ng
th e th i r d set o f q u esti o ns g u i d es stu d ents to ta k e nex t a c ti o n step s to w a r d meeti ng th e l ea r ni ng
g o a l . T ea c h er f eed b a c k i s r eq u i r ed f o r stu d ents to a nsw er th e sec o nd a nd th e th i r d sets o f q u esti o ns.
T ea c h er f eed b a c k i nd i c a tes to stu d ents w h er e th ey h a v e b een su c c essf u l a nd p r o v i d es h i nts o r c u es
a b o u t w h a t to d o nex t.
Assessment C h a p ter 8 | 8 47
Snapshot 8 . 8 . T eacher F eedback in G rade O ne
Kathleen, a first grader, is preparing to read aloud to her teacher. Before she begins, Mr.
S i l v er stei n r emi nd s h er to th i nk a b o u t th e r ea d i ng str a teg i es th ey h a v e b een u si ng . T h e tex t
sta tes: Fish swim in the river. K a th l een, r ea d i ng v er y sl o w l y , sa y s: Fish . . . swim . . . in . . .
the . . . water. No. That’s not water. It doesn’t begin with ‘w.’ R ( sa y s l etter na me) r ( l etter
so u nd ) . . . i . . . v . . . River! Fish swim in the river. M r . S i l v er stei n p r o v i d es f eed b a c k a f ter
Kathleen finishes reading the sentence: You did a very good job of using your decoding
strategies to read the text accurately. Let’s keep on reading and while you are reading think
about whether what you are reading makes sense. It needs to! Also think about whether
what you are seeing (that is, the letters and letter combinations) matches with what you are
reading. You did that when you noticed that water could not be the right word. Water made
sense, but the letters indicated a different, equally sensible word: river.
Peer Feedback
P eer s a r e a l so so u r c es o f f eed b a c k f o r l ea r ni ng . P eer
f eed b a c k h a s a nu mb er o f a d v a nta g es b o th f o r th o se Peer feedback has a number
stu d ents p r o v i d i ng th e f eed b a c k a nd th o se r ec ei v i ng i t. I t
i nv o l v es th i nk i ng a b o u t l ea r ni ng a nd c a n d eep en stu d ents’ of advantages both for
u nd er sta nd i ng o f th ei r o w n l ea r ni ng . R esea r c h sh o w s th a t th e those students providing
individuals providing feedback benefit just as much as the the feedback and those
r ec i p i ents b ec a u se th ey a r e f o r c ed to i nter na l i z e th e l ea r ni ng receiving it. It involves
g o a l s a nd p er f o r ma nc e c r i ter i a i n th e c o ntex t o f so meo ne thinking about learning
el se’ s w o r k , w h i c h i s l ess emo ti o na l l y c h a r g ed th a n th ei r and can deepen students’
o w n ( W i l i a m 2 0 0 6 ) . T h e sa me th r ee c a teg o r i es o f q u esti o ns
l i sted i n th e tea c h er f eed b a c k sec ti o n a p p l y to p eer f eed b a c k . understanding of their own
W i th o u t c l a r i ty a b o u t th e g o a l a nd th e p er f o r ma nc e c r i ter i a , learning.
peers find it difficult to provide useful feedback to each other.
P eer s a ssess th e sta tu s o f c l a ssma tes’ l ea r ni ng a g a i nst th e
sa me su c c ess c r i ter i a th ey u se to c h ec k th ei r o w n l ea r ni ng . Ad d i ti o na l l y , stu d ents need to l ea r n to
p r o v i d e c o nstr u c ti v e f eed b a c k , so tea c h er s sh o u l d i nstr u c t a nd c o a c h stu d ents o n th i s a s w el l . N o ta b l y ,
l ea r ner s w h o b ec o me a d ep t a t g i v i ng a nd r ec ei v i ng f eed b a c k a c q u i r e v a l u a b l e 2 1 st c entu r y sk i l l s ( N R C
2 0 1 2 ).
8 48 | C h a p ter 8 Assessment
Snapshot 8 . 9 . Peer F eedback in G rade T hree
I n a th i r d - g r a d e c l a ss stu d ents a r e f o c u si ng o n S p ea k i ng a nd L i steni ng S ta nd a r d 3 . 4 , o ne
o f sev er a l th a t emp h a si z e presentation of knowledge and ideas. T h ei r l ea r ni ng g o a l i s to w r i te
a n i nf o r ma ti v e sp eec h to p r esent to th e c l a ss a b o u t a to p i c o f i nter est to th em. T h e c r i ter i a
th ey need to b ea r i n mi nd w h en w r i ti ng th ei r sp eec h es i nc l u d e th e f o l l o w i ng :
• I ntr o d u c e y o u r to p i c i n a w a y th a t eng a g es y o u r a u d i enc e.
• P u t y o u r i d ea s i n a l o g i c a l seq u enc e.
• M a k e a n i mp a c t o n y o u r a u d i enc e w i th y o u r end i ng .
O nc e stu d ents c r ea te a n i ni ti a l d r a f t, th ey ex c h a ng e th ei r p a p er s w i th a p a r tner . T h en
stu d ents p r o v i d e ea c h o th er w i th f eed b a c k . O ne stu d ent’ s f eed b a c k to h er p a r tner i s: I liked
how you started your speech with a question . . . that’s a good way of getting your audience’s
attention. I think your ideas are logical. I think it would be a better impact at the end of your
speech if you go back to your question and maybe finish with a sentence that tells how you
answered the question.
Self-Assessment
T ea c h er a nd p eer f eed b a c k a r e ex ter na l l y p r o v i d ed . W h en stu d ents a r e i nv o l v ed i n sel f -
a ssessment th ey a r e g ener a ti ng internal feedback. G ener a ti ng a nd a c ti ng o n i nter na l f eed b a c k i s
a f o r m o f meta c o g ni ti o n a nd sel f - r eg u l a ti o n. M eta c o g ni ti o n i s th i nk i ng a b o u t o ne’ s th i nk i ng , a nd
sel f - r eg u l a ti o n r ef er s to th e a b i l i ty o f l ea r ner s to c o o r d i na te
When students are involved c o g ni ti v e r eso u r c es, emo ti o ns, a nd a c ti o ns i n o r d er to meet
in self-assessment they l ea r ni ng g o a l s ( B o ek a er ts 2 0 0 6 ) . I n th e r ea l m o f 2 1 st c entu r y
are generating internal l ea r ni ng , meta c o g ni ti o n a nd sel f - r eg u l a ti o n a r e i mp o r ta nt
feedback. Generating and sk i l l s ( N R C 2 0 1 2 ) , a nd th e mo st ef f ec ti v e l ea r ner s a r e sel f -
r eg u l a ti ng ( B u tl er a nd W i nne 1 9 9 5 ; P i ntr i c h 2 0 0 0 ; S c h u nk
acting on internal feedback a nd Z i mmer ma n 2 0 0 8 ) . Ad d i ti o na l l y , tea c h i ng stu d ents
is a form of metacognition meta c o g ni ti o n r a i ses th ei r p er f o r ma nc e ( e. g . , L o d i c o , a nd
and self-regulation. o th er s 1 9 8 3 ) a nd h el p s th em g ener a l i z e a nd tr a nsf er w h a t
th ey l ea r n to new si tu a ti o ns ( H a c k er , D u nl o sk y , a nd G r a esser
1 9 9 8 ) . B ec a u se o f th e i mp o r ta nc e o f meta c o g ni ti o n a nd sel f -
r eg u l a ti o n f o r su c c essf u l l ea r ni ng , tea c h er s ensu r e th a t stu d ents d ev el o p th ese sk i l l s i n th e c o ntex t o f
l a ng u a g e a nd l i ter a c y l ea r ni ng .
S el f - a ssessment c a n b e d ev el o p ed f r o m th e ea r l y g r a d es o nw a r d s ( P er r y , a nd o th er s 2 0 0 2 ; P u c k ett
and Diffily 2004). For example, a first-grade teacher provides her students with a graphic organizer
w i th th e h ea d i ng s: date, book title, my goal today as a reader, pages read, how well did I meet
my goals? S h e a sk s stu d ents to set g o a l s f o r th ei r d a i l y i nd ep end ent r ea d i ng ti me a nd , a t th e end
o f th e sessi o n, to th i nk a b o u t h o w w el l th ey met th ei r g o a l s. D u r i ng h er w eek l y i nd i v i d u a l r ea d i ng
c o nf er enc es w i th stu d ents, sh e r ev i ew s th e sel f - a ssessment sh eets, a nd w h en a stu d ent h a s no t
met th e g o a l th e tea c h er a sk s w h a t h e o r sh e d i d o r need s to d o to i mp r o v e. T o g eth er , th ey i d enti f y
a str a teg y f o r th e stu d ent to u se. I n a d d i ti o n to p r o v i d i ng th e stu d ents w i th o p p o r tu ni ti es f o r sel f -
a ssessment, th e tea c h er o f f er s a d v i c e o n str a teg i es f o r i mp r o v ement, w h i c h i n tu r n b ec o me p a r t o f
stu d ents’ i nter na l r ep er to i r e o f str a teg i es th a t th ey c a n emp l o y o n su b seq u ent o c c a si o ns. I n ef f ec t,
th ey d ev el o p th e sk i l l s o f sel f - r eg u l a ti o n.
S el f - a ssessment b ec o mes mo r e so p h i sti c a ted a s stu d ents g a i n mo r e ex p er i enc e. F o r ex a mp l e, i n
a ni nth - g r a d e sc i enc e c l a ss i n w h i c h th e tea c h er i nteg r a tes E L A a nd sc i enc e sta nd a r d s, th e stu d ents
a r e i nv o l v ed i n a sh o r t r esea r c h p r o j ec t o n d i sti nc t r eg i o ns o f th e b r a i n. As c a l l ed f o r i n th e E L A w r i ti ng
Assessment C h a p ter 8 | 8 49
standards for literacy in science (WHST.9–10.6), they are to display their information “flexibly and
dynamically.” Students in this class have time toward the end of every session to complete a reflection
a nd p l a nni ng l o g a nd a nsw er th e f o l l o w i ng q u esti o ns: What was successful about your learning
today? What difficulties or problems did you encounter? How did you manage those difficulties? Were
you successful? If not, what plans do you have for dealing with them in the next lesson? T h ese l o g s
ser v e a s a mea ns o f sel f - a ssessment f o r stu d ents a nd su p p o r t sel f - r eg u l a ti o n si nc e stu d ents h a v e to
generate strategies to solve difficulties. The logs are also sources of information for teachers about the
p r o g r ess stu d ents a r e ma k i ng o n th ei r p r o j ec ts.
Assessment of ELD Progress
Assessi ng E L D p r o g r ess, p a r ti c u l a r l y th e d ev el o p ment o f academic uses of English i n ea c h
d i sc i p l i ne, i s a r esp o nsi b i l i ty sh a r ed b y a l l ed u c a to r s i n sc h o o l s a nd d i str i c ts w h er e E L s a r e stu d ents.
( S ee c h a p ter 1 1 i n th i s ELA/ELD Framework f o r i nf o r ma ti o n o n d i str i c t a nd sc h o o l l ea d er sh i p
r esp o nsi b i l i ti es f o r mo ni to r i ng E L D p r o g r ess. ) D i str i c tw i d e a nd sc h o o l w i d e a ssessment a nd p r o f essi o na l
l ea r ni ng systems a r e c r i ti c a l f o r ensu r i ng E L stu d ents’
a c h i ev ement o f th e o v er a r c h i ng g o a l s o f E L A/ l i ter a c y a nd E L D Teachers’ deep
i nstr u c ti o n: stu d ents d ev el o p th e r ea d i ness f o r c o l l eg e, c a r eer s, understandings of the CA
a nd c i v i c l i f e; a tta i n th e c a p a c i ti es o f l i ter a te i nd i v i d u a l s; CCSS for ELA/Literacy, the
b ec o me b r o a d l y l i ter a te; a nd a c q u i r e th e sk i l l s f o r l i v i ng a nd CA ELD Standards, and other
learning in the 21st century. (See the outer ring of figure content standards are critical
8 . 1 ) . H o w ev er , teachers a r e th e o nes w h o u l ti ma tel y ensu r e to e ective assessment for
th a t ev er y d a y , ea c h o f th ei r E L stu d ents h a s f u l l a c c ess to
g r a d e- l ev el c u r r i c u l a a nd th a t th ey d ev el o p a c a d emi c E ng l i sh and of learning because
i n a ti mel y — a nd ev en a c c el er a ted — ma nner . T ea c h er s’ d eep these standards guide
u nd er sta nd i ng s o f th e C A C C S S f o r E L A/ L i ter a c y , th e C A E L D instructional and assessment
S ta nd a r d s, a nd o th er c o ntent sta nd a r d s a r e c r i ti c a l to ef f ec ti v e practices with ELs.
a ssessment f o r a nd o f l ea r ni ng b ec a u se th ese sta nd a r d s g u i d e
i nstr u c ti o na l a nd a ssessment p r a c ti c es w i th E L s.
The CA ELD Standards provide outcome expectations at different English language proficiency
l ev el s ( E mer g i ng , E x p a nd i ng , B r i d g i ng ) so th a t tea c h er s c a n d i f f er enti a te th ei r i nstr u c ti o n a c c o r d i ng
to i nd i v i d u a l E L stu d ents’ l a ng u a g e l ea r ni ng need s o n p a r ti c u l a r sta nd a r d s. B ec a u se th e C A E L D
Standards delineate proficiency levels which EL students are expected to progress through during
th e y ea r ( a nd i n f a c t, th ey ma y p r o g r ess th r o u g h mo r e th a n o ne l ev el i n a si ng l e sc h o o l y ea r ) ,
tea c h er s c a r ef u l l y a ttend to th e E L D p r o g r ess o f th ei r E L stu d ents o n a f r eq u ent a nd o ng o i ng b a si s. As
d esc r i b ed p r ev i o u sl y i n th i s c h a p ter , th i s o ng o i ng mo ni to r i ng o f stu d ent p r o g r ess i nv o l v es u si ng sh o r t-
c y c l e f o r ma ti v e a ssessment ( mi nu te- b y - mi nu te, d a i l y , w eek l y ) , a s w el l a s med i u m- c y c l e a ssessment
f o r f o r ma ti v e p u r p o ses ( mo nth l y , end - o f - u ni t, i nter i m, b enc h ma r k , a nd o th er p er i o d i c ti me f r a mes) .
Attend i ng to th e d ev el o p i ng c a p a c i ti es a nd emer g i ng o r p er si stent need s o f E L s i s c o nsi stent w i th th e
a ssessment a p p r o a c h es tea c h er s emp l o y f o r a l l stu d ents. H o w ev er , b ec a u se E L s a r e l ea r ni ng E ng l i sh
a s a n a d d i ti o na l l a ng u a g e at the same time as th ey a r e l ea r ni ng c o ntent k no w l ed g e th r o u g h E ng l i sh
( a nd th er ef o r e h a v e p a r ti c u l a r E ng l i sh l a ng u a g e l ea r ni ng need s) , tea c h er s ta k e a d d i ti o na l step s to
a ssess E L D p r o g r ess a nd a c t o n ev i d enc e g a th er ed f r o m a ssessment. T h ey c o nsi d er th e f o l l o w i ng
q u esti o ns:
• How do I determine what my EL students’ levels of English language proficiency (Emerging,
E x p a nd i ng , B r i d g i ng ) a r e o n d i f f er ent C A E L D S ta nd a r d s?
8 5 0 | C h a p ter 8 Assessment
• How can I use information about my students’ English language proficiency levels on different
C A E L D S ta nd a r d s, a s w el l a s o th er r el ev a nt i nf o r ma ti o n, to d esi g n a nd p r o v i d e ta r g eted
i nstr u c ti o n th a t f o ster s l a ng u a g e- r i c h l ea r ni ng o p p o r tu ni ti es?
• H o w o f ten sh o u l d I a ssess E L D p r o g r ess? W h i c h k i nd s o f ev i d enc e- g a th er i ng a p p r o a c h es a nd
to o l s a r e mo st a p p r o p r i a te f o r d i f f er ent p u r p o ses?
• How will I know if my EL students are making sufficient progress in developing English on a
d a i l y o r w eek l y b a si s a nd o v er l o ng er p er i o d s o f ti me?
• H o w c a n I i nc l u d e my E L stu d ents i n a ssessi ng th ei r o w n E L D p r o g r ess a nd su p p o r t th em to b e
c o nsc i o u s o f a nd i ntenti o na l i n th ei r E ng l i sh l a ng u a g e l ea r ni ng ?
G u i d a nc e f o r a d d r essi ng th ese q u esti o ns f o l l o w s. T h i s g u i d a nc e f o c u ses o n h o w c l a ssr o o m
tea c h er s— i nc l u d i ng E L A tea c h er s, tea c h er s i n o th er c o ntent a r ea s, E L D tea c h er s, a nd E L sp ec i a l i sts
w h o su p p o r t c o ntent tea c h er s— c a n u se th e C A E L D S ta nd a r d s to a ssess th e E L D p r o g r ess o f ea c h
o f th ei r E L stu d ents. T h e C A E L D S ta nd a r d s su p p o r t tea c h er s’ f o r ma ti v e a ssessment p r a c ti c es b y
o f f er i ng d esc r i p ti o ns o f w h a t E L stu d ents c a n b e ex p ec ted to d o a t th e end o f ea c h E ng l i sh l a ng u a g e
proficiency level (Emerging, Expanding, Bridging). These expectations help teachers focus their
f o r ma ti v e a ssessment p r a c ti c es a s E L stu d ents u se E ng l i sh w h i l e l ea r ni ng c o ntent, g a u g e th ei r E L
stu d ents’ d ev el o p i ng c a p a c i ti es i n E ng l i sh , a nd a d j u st i nstr u c ti o n a nd l ea r ni ng o p p o r tu ni ti es. T h e C A
E L D S ta nd a r d s a l so su p p o r t tea c h er s i n th ei r a ssessment o f l ea r ni ng a nd to u se th i s i nf o r ma ti o n f o r
f o r ma ti v e p u r p o ses. T h e ex a mp l es o f f er ed h er e a r e i ntend ed to b e u sed in addition to—not instead
of—th o se p r o v i d ed i n th e r est o f th i s c h a p ter .
Assessing ELD Progress in Writing
O ne w a y tea c h er s c a n o b ser v e a nd r esp o nd to th ei r E L stu d ents’ d ev el o p ment o f w r i tten l a ng u a g e
i s b y u si ng a language analysis framework for writing, b a sed o n th e C A E L D S ta nd a r d s a nd a l i g ned
to tea c h er s’ l ea r ni ng g o a l s a nd su c c ess c r i ter i a f o r w r i ti ng . A l a ng u a g e a na l y si s f r a mew o r k a l l o w s
tea c h er s to o b ser v e a nd a na l y z e stu d ent l a ng u a g e i n linguistic terms with more specificity than is
o f ten f o u nd i n E L A r u b r i c s o r o th er to o l s f o r ev a l u a ti ng w r i ti ng . F o r ex a mp l e, f eed b a c k to stu d ents o n
w r i ti ng , su c h a s “ i nter esti ng b eg i nni ng , d ev el o p ed mi d d l e, a nd sa ti sf y i ng c o nc l u si o n, ” “ c o u l d u se mo r e
varied sentence patterns,” or “needs some colorful vocabulary” may be sufficient for some students to
i mp r o v e th ei r w r i ti ng . H o w ev er , th i s f eed b a c k ma y no t b e ex p l i c i t eno u g h f o r ma ny stu d ents, i nc l u d i ng
E L s, to a c t o n ( F a ng a nd W a ng 2 0 1 1 ) . T ea c h er s p r o v i d i ng th i s ty p e o f f eed b a c k ma y k no w i ntu i ti v el y
what kind of writing they would like to see their students produce, but without specific feedback
o n th e language resources th a t c o nsti tu te “ v a r i ed sentenc e p a tter ns” o r “ c o l o r f u l v o c a b u l a r y , ” th ei r
f eed b a c k i s el u si v e to E L s, a nd su c h l a ng u a g e u se r ema i ns a “ h i d d en c u r r i c u l u m” ( C h r i sti e 1 9 9 9 ) .
A l a ng u a g e a na l y si s f r a mew o r k f o r w r i ti ng , d r a w i ng f r o m th e C A E L D S ta nd a r d s a nd o th er
r eso u r c es f o c u sed o n l a ng u a g e d ev el o p ment, h el p s tea c h er s p r o v i d e a l ev el o f ex p l i c i tness a b o u t th e
specific language resources that students can use in their academic writing to meet identified learning
g o a l s a nd su c c ess c r i ter i a i n d i f f er ent d i sc i p l i nes. A l a ng u a g e a na l y si s f r a mew o r k p r o v i d es framing
questions th a t stu d ents c a n a sk th emsel v es a s th ey a r e w r i ti ng a nd a s th ey ex a mi ne w r i ti ng . G u i d a nc e
f o r c o mp o si ng a nd r ev i si ng th ei r w r i ti ng c a n h el p stu d ents str u c tu r e th ei r tex ts c o h esi v el y a nd u se
ex p ec ted g r a mma ti c a l str u c tu r es a nd v o c a b u l a r y . E x p l i c i tl y f o c u si ng o n l a ng u a g e ma k es ex p ec ta ti o ns
f o r w r i ti ng mo r e tr a nsp a r ent. T ea c h er s c a n a l so u se a l a ng u a g e a na l y si s f r a mew o r k to d eter mi ne h o w
w el l stu d ents u se p a r ti c u l a r l a ng u a g e r eso u r c es i n a p i ec e o f w r i ti ng to p r o v i d e u sef u l f eed b a c k to
stu d ents a nd a d j u st i nstr u c ti o n a c c o r d i ng l y . An ex a mp l e o f a l a ng u a g e a na l y si s f r a mew o r k f o r w r i ti ng
i n th e u p p er el ementa r y g r a d es, d ev el o p ed u si ng th e C A E L D S ta nd a r d s a nd th ei r E ng l i sh l a ng u a g e
proficiency descriptors (CDE 2014), as well as research on language development, is provided in figure
8 .7 .
Assessment C h a p ter 8 | 8 5 1
Figure 8.7. Language Analysis Framework for Writing
L ang uag e Analysis F ramew ork for W riting
Content T ex t G rammatical V ocabulary Spelling and
K now ledg e and O rg aniz ation Structures Punctuation
and Structure Ar e g ener a l
R eg ister Ar e th e v er b a c a d emi c a nd Ar e w o r d s sp el l ed
I s th e p u r p o se ty p es a nd tenses domain-specific c o r r ec tl y ?
I s th e o v er a l l ( e. g . , enter ta i ni ng , a p p r o p r i a te f o r w o r d s u sed , a nd I s p u nc tu a ti o n
mea ni ng c l ea r ? p er su a d i ng , th e tex t ty p e? a r e th ey u sed u sed
Ar e th e b i g i d ea s ex p l a i ni ng ) Ar e no u n p h r a ses a c c u r a tel y ? a p p r o p r i a tel y ?
th er e a nd a r e g etti ng a c r o ss? ex p a nd ed Ar e a v a r i ety o f
th ey a c c u r a te? I s th e o v er a l l a p p r o p r i a tel y i n w o r d s u sed ( e. g . ,
I s th e tex t ty p e tex t o r g a ni z a ti o n o r d er to enr i c h a r a ng e o f w o r d s
( e. g . , o p i ni o n, a p p r o p r i a te f o r th e mea ni ng o f f o r “ sma l l ” : l i ttl e,
na r r a ti v e, th e tex t ty p e? i d ea s? ti ny , mi ni sc u l e,
ex p l a na ti o n) Ar e tex t Ar e sentenc es mi c r o sc o p i c ) ?
a p p r o p r i a te c o nnec ti v es u sed ex p a nd ed w i th
f o r c o nv ey i ng ef f ec ti v el y to a d v er b i a l s
th e c o ntent c r ea te c o h esi o n? ( e. g . , a d v er b s,
k no w l ed g e? Ar e p r o no u ns a nd p r ep o si ti o na l
D o es th e r eg i ster o th er l a ng u a g e p h r a ses) i n o r d er
o f th e w r i ti ng r eso u r c es u sed to p r o v i d e d eta i l s
ma tc h th e f o r r ef er r i ng th e ( e. g . , ti me,
a u d i enc e? r ea d er b a c k w a r d ma nner , p l a c e,
o r fo rw a rd ? c a u se) ?
Ar e c l a u ses
c o mb i ned a nd
c o nd ensed
a p p r o p r i a tel y to
j o i n i d ea s, sh o w
r el a ti o nsh i p s
b etw een i d ea s,
a nd c r ea te
c o nc i seness a nd
p r ec i si o n?
Sources
F ro m
S p y c h er , P a mel a , a nd K a r i n L i nn- N i ev es. 2 0 1 4 . R ec o nstr u c ti ng , D ec o nstr u c ti ng , a nd C o nstr u c ti ng C o mp l ex T ex ts. I n The
Common Core State Standards in English Language Arts/Literacy for English Language Learners: Grades K–5, ed i ted
b y P a mel a S p y c h er . Al ex a nd r i a , V i r g i ni a : T E S O L P r ess.
As a d a p ted f r o m
D er ew i a nk a , B ev er l y . 2 0 1 1 . A New Grammar Companion for Teachers. S y d ney , N S W : P r i ma r y E ng l i sh . T ea c h i ng
Asso c i a ti o n.
G i b b o ns, P a u l i ne. 2 0 0 9 . English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone. P o r tsmo u th ,
N H : H ei nema nn.
S p y c h er , P a mel a . 2 0 0 7 . “ Ac a d emi c W r i ti ng o f E ng l i sh L ea r ni ng Ad o l esc ents: L ea r ni ng to U se ‘ Al th o u g h . ’ ” Journal of
Second Language Writing 14 (4):238–254.
8 5 2 | C h a p ter 8 Assessment
T ea c h er s u se su c h a f r a mew o r k ( a d j u sted
Students also use a language analysis a p p r o p r i a tel y f o r g r a d e l ev el o r sp a n) ,
framework or related tools, such as a a c c o mp a ni ed b y k no w l ed g e o f th ei r stu d ents
success criteria document addressing (including students’ proficiency level on different
particular language areas, to evaluate C A E L D S ta nd a r d s) , for observing w h a t stu d ents
and re ne their own writing. Tools such as a r e d o i ng w h i l e w r i ti ng a nd for evaluating
these support students to re ect on their stu d ents’ w r i tten p r o d u c ts. H a v i ng a f r a mew o r k
work and ask themselves the same types f o r a na l y z i ng w r i ti ng h el p s tea c h er s f o c u s
of questions either as they are writing o n o ne o r tw o a r ea s to p r o v i d e just-in-time
or during a writing conference with peers sc a f f o l d i ng .
or teachers that teachers ask when
analyzing student writing. S tu d ents a l so u se a l a ng u a g e a na l y si s
f r a mew o r k o r r el a ted to o l s, su c h a s a success
criteria d o c u ment ( H er i ta g e 2 0 1 4 ) a d d r essi ng
p a r ti c u l a r l a ng u a g e a r ea s, to ev a l u a te a nd
refine their own writing. Tools such as these
support students to reflect on their work and
a sk th emsel v es th e sa me ty p es o f q u esti o ns— ei th er a s th ey a r e w r i ti ng o r d u r i ng a w r i ti ng c o nf er enc e
w i th p eer s o r tea c h er s— th a t tea c h er s a sk w h en a na l y z i ng stu d ent w r i ti ng . U si ng a l a ng u a g e a na l y si s
f r a mew o r k a l so h el p s stu d ents to mo ni to r th ei r o w n p r o g r ess i n w r i ti ng .
The following annotated writing sample (figure 8.8) illustrates the use of a language analysis
f r a mew o r k to a na l y z e stu d ent w r i ti ng to d eter mi ne nex t step s f o r i nstr u c ti o n. T h e ex a mp l e w a s
written independently by an EL student in the fifth grade after several days of instruction during which
stu d ents j o i ntl y c o nstr u c ted sev er a l sh o r t sec ti o ns o f a l o ng er Having a framework for
tex t o n b a ts. ( S ee v i g nette 5 . 3 i n c h a p ter 5 o f th i s ELA/ELD analyzing writing helps
Framework f o r a n ex a mp l e o f th e ta sk , tex t r ec o nstr u c ti o n) . teachers focus on one or two
T h e stu d ents u sed th ei r sh o r ter r ec o nstr u c ted tex ts, a l o ng areas to provide just-in-time
w i th o th er tex ts, to c o nstr u c t th ei r o w n tex ts o n b a ts a t sca olding.
th e end o f th e w eek . T h e tea c h er a na l y z ed th e w r i ti ng f o r
formative assessment purposes and to discuss refinements
w i th stu d ents r a th er th a n f o r g r a d i ng stu d ents’ w r i ti ng .
Assessment C h a p ter 8 | 8 5 3
Figure 8.8. Student Annotated Writing Sample Using the CA ELD Standards
Susana’s Text Annotations
Content and register:
• Big ideas and lots of informative details
provided, mostly accurate information
• Some information needs more clarity (bats
aren’t in danger just because people are scared
of them)
• You, we, us is used (less formal register)
Text structure and organization:
• Organized logically into three chunks (why bats
are important, species of bats, why bats are in
danger)
• Some information doesn’t seem to fit in the
chunks (bats damaging plants)
• Missing an introduction and conclusion, order
may not be logical
• Pronoun reference: because of that used
accurately to condense and link to previous
sentence (cohesion)
• Could use more text connectives (cohesion)
Summary Notes and Next Steps: Grammatical Structures
Discuss with Susana: • Some appropriate clause combining to link ideas
• Ordering of the three chunks, need for introduction that
foregrounds the chunks, conclusion that sums them up and show relationships
• Review whether information in each chunk fits there and if ideas in • Some clause combining needs work (They are
each chunk could be expanded more
• Show where clauses are combined to show relationships between scared . . . that they burn . . .) and more could
them (e.g., using because), and ask her to see where she could do be used
the same to combine other clauses • Phrases could be expanded to include more
Discuss with the class (based on patterns in other students’ details about where, when, etc.
writing):
• how register shifts when you, we, us are used Vocabulary:
• how connecting and condensing ideas (clause combining or other • Domain-specific (mammals, species, pollen) and
ways) creates relationships between ideas and reduces repetition
(maybe a mini-lesson with examples from student writing we general academic (spread, damage) vocabulary
revise together) used accurately
• how to use text connectives (maybe revise a piece of writing
together and add in text connectives where needed to create Spelling and punctuation:
cohesion) • Mostly accurate, with some approximations
(mamles, dieing)
Source
Adapted from
Spycher, Pamela. 2007. “Academic Writing of English Learning Adolescents: Learning to Use ‘Although.’” Journal of Second
Language Writing 14 (4): 238–254.
Student text from
Spycher, Pamela and Karin Linn-Nieves. 2014. “Reconstructing, Deconstructing, and Constructing Complex Texts.” In The
Common Core State Standards in English Language Arts/Literacy for English Language Learners: Grades K–5, edited
by Pamela Spycher. Alexandria, Virginia: TESOL Press.
854 | Chapter 8 Assessment
U si ng a l a ng u a g e a na l y si s f r a mew o r k f o r w r i ti ng a l so g u i d es d i sc u ssi o ns a b o u t w r i ti ng . F o r
ex a mp l e, i n a w r i ti ng c o nf er enc e d u r i ng w h i c h S u sa na h a s a n o p p o r tu ni ty to d i sc u ss h er w r i ti ng
w i th h er tea c h er , S u sa na ’ s tea c h er o p ens th e c o nv er sa ti o n b y
a sk i ng S u sa na to i d enti f y a r ea s w h er e sh e f eel s h er w r i ti ng need s Using a language
refinement. Susana’s teacher continues the conversation by analysis framework
acknowledging specific areas of strength (e.g., “I see that you are for writing also guides
p r o v i d i ng l o ts o f g r ea t c o ntent i nf o r ma ti o n a b o u t b a ts a nd th a t y o u ’ r e discussions about
o r g a ni z i ng th e i nf o r ma ti o n i n a w a y th a t h el p s th e r ea d er f o l l o w y o u r writing.
i d ea s. ” ) . S h e a sk s p r o b i ng q u esti o ns to p r o mp t S u sa na to no ti c e a r ea s
for refinement and draws attention to text that needs refinement. She
uses the CA CCSS for ELA/Literacy for grade five to frame her learning goals for the conference and
th e C A E L D S ta nd a r d s to h el p h er to p r o v i d e ta r g eted su p p o r t, b a sed o n S u sa na ’ s E ng l i sh l a ng u a g e
proficiency level. Some of the questions she asks to prompt Susana’s thinking and extend her use and
u nd er sta nd i ng o f E ng l i sh a r e th e f o l l o w i ng :
• H o w c o u l d y o u o r i ent th e r ea d er to w h a t y o u r p a p er i s a b o u t? H o w c o u l d y o u l et th em k no w i n
a d v a nc e a b o u t th e c a teg o r i es y o u ’ v e c h o sen to i nc l u d e?
• D o es a l l o f th i s i nf o r ma ti o n b el o ng to g eth er i n th i s sec ti o n?
• H o w c o u l d y o u ex p a nd th i s i d ea to a d d mo r e d eta i l ?
• H o w c o u l d y o u c o mb i ne th ese i d ea s to sh o w th e r el a ti o nsh i p b etw een th em?
• I s th er e a no th er w o r d o r p h r a se th a t w o u l d h el p y o u g et y o u r mea ni ng a c r o ss i n a mo r e p r ec i se
w ay?
Af ter ex a mi ni ng stu d ent w r i ti ng , tea c h er s d eter mi ne w h eth er a nd i n w h a t w a y s stu d ents h a v e
p r o g r essed , a nd w h a t nex t i nstr u c ti o na l step s a r e need ed to su p p o r t f u r th er l a ng u a g e l ea r ni ng . F o r
ex a mp l e, i f a g r o u p o f E L stu d ents a t th e E mer g i ng l ev el o f
A er examining student proficiency are not yet using pronouns to refer to information
writing, teachers determine th a t h a s a l r ea d y b een p r esented i n a tex t, th ei r tea c h er s
whether and in what ways mo d el h o w to d o th i s, p r o v i d e o p p o r tu ni ti es to a p p l y th i s
new l a ng u a g e r eso u r c e to th ei r o w n w r i ti ng , a nd c o nti nu e to
students have progressed, d r a w th ei r a ttenti o n to p r o no u n r ef er enc e u nti l stu d ents h a v e
and what next instructional i nter na l i z ed th i s u nd er sta nd i ng . I f E L stu d ents a t th e E x p a nd i ng
steps are needed to
support further language l ev el a r e a l r ea d y u si ng p r o no u n r ef er enc e b u t no t y et u si ng
learning.
mo r e so p h i sti c a ted c o h esi v e l a ng u a g e r eso u r c es, su c h a s th e
u se o f d emo nstr a ti v es ( e. g . , this, that) o r no mi na l i z a ti o n ( e. g . ,
the result o f environmental degradation . . . ) , th ei r tea c h er s
sh o w th em ex a mp l es o f th ese l a ng u a g e r eso u r c es i n th e tex ts
th ey r ea d , h a v e stu d ents a na l y z e tex ts a nd p r o v i d e mu l ti p l e o p p o r tu ni ti es f o r stu d ents to a p p l y th i s
a w a r eness o f h o w E ng l i sh w o r k s to th ei r o w n w r i ti ng . T ea c h er s mo ni to r h o w w el l stu d ents take up
th ese l a ng u a g e r eso u r c es i n th ei r w r i ti ng o v er ti me a nd p r o v i d e ta r g eted f eed b a c k to th e w h o l e
c l a ss, sma l l g r o u p s, o r i nd i v i d u a l stu d ents so th a t th ey c o nti nu e to p r o g r ess i n th ei r E ng l i sh l a ng u a g e
d ev el o p ment.
Assessment C h a p ter 8 | 8 5 5
Assessing ELD Progress in Oral Language
O r a l l a ng u a g e u se i s a c r i ti c a l c o mp o nent o f E ng l i sh l a ng u a g e d ev el o p ment, a nd o b ser v i ng
h o w stu d ents a r e d ev el o p i ng th e l a ng u a g e sk i l l s, a b i l i ti es, a nd a w a r eness need ed f o r c o l l a b o r a ti v e
c o nv er sa ti o ns a nd o th er o r a l l a ng u a g e ta sk s, su c h a s o r a l p r esenta ti o ns, i s essenti a l . T ea c h er s
c a r ef u l l y p l a n c o l l a b o r a ti v e l ea r ni ng o p p o r tu ni ti es a nd i ntenti o na l l y o b ser v e th ei r E L stu d ents a s th ey
eng a g e i n th ese ta sk s, so th ey c a n p r o v i d e j u st- i n- ti me sc a f f o l d i ng to a d v a nc e stu d ents’ o r a l l a ng u a g e
to higher levels of proficiency. These formative assessment practices, which should remain the top
p r i o r i ty d u r i ng c l a ssr o o m i nstr u c ti o n, a r e c o mp l emented b y mo r e f o r ma l ev i d enc e- g a th er i ng str a teg i es
a nd to o l s f o r o b ser v i ng a nd d o c u menti ng p r o g r ess i n E ng l i sh
o r a l l a ng u a g e d ev el o p ment. Oral language use is a
critical component of English
F o r ex a mp l e, i n g r a d e sev en, stu d ents a r e ex p ec ted to language development, and
eng a g e i n sma l l g r o u p d i sc u ssi o ns a b o u t c o mp l ex tex ts. observing how students are
O ne o f th ei r c o nv er sa ti o ns r ev o l v es a r o u nd a n i nf o r ma ti o na l developing the language
sc i enc e tex t th ey a r e c u r r entl y r ea d i ng . As th e stu d ents
d i sc u ss th ei r i d ea s a b o u t th e tex t a nd ex tend th ei r th i nk i ng
a b o u t th e c o ntent, th e f o c u s o f tea c h er s’ o b ser v a ti o ns i s skills, abilities, and awareness
p r i ma r i l y mea ni ng ma k i ng . I n o th er w o r d s, th e tea c h er s l o o k needed for collaborative
f o r ev i d enc e th a t stu d ents u nd er sta nd th e c o ntent o f th e conversations and other oral
tex t, ma k e a p p r o p r i a te i nf er enc es b a sed o n th e tex t a nd th ei r language tasks, such as oral
b a c k g r o u nd k no w l ed g e, u se r el ev a nt ex a mp l es, a nd ex tend presentations, is essential.
th ei r u nd er sta nd i ng s o f th e tex t b y a sk i ng th ei r p eer s q u esti o ns
a nd a nsw er i ng q u esti o ns p o sed to th em.
T ea c h er s a l so o b ser v e h o w th ei r E L stu d ents u se E ng l i sh to c o nv ey th ei r i d ea s a nd eng a g e i n
a c a d emi c c o nv er sa ti o ns i n th e c o ntex t o f a u th enti c , mea ni ng f u l i nter a c ti o ns a b o u t c o mp l ex tex ts a nd
to p i c s. T ea c h er s a l so o b ser v e th ei r no n- E L stu d ents’ a c a d emi c l a ng u a g e d ev el o p ment d u r i ng th ese
meaningful interactions with texts, tasks, and others. However, the CA ELD Standards specifically help
teachers determine, by English language proficiency level (Emerging, Expanding, Bridging), the types
o f l a ng u a g e r eso u r c es th ei r E L stu d ents sh o u l d b e a b l e to u se i n c o l l a b o r a ti v e c o nv er sa ti o ns. T h i s
f o r ms th e b a si s f o r ev i d enc e- g a th er i ng str a teg i es a nd to o l s th a t h el p f o c u s o b ser v a ti o ns a nd d eter mi ne
nex t step s f o r su p p o r ti ng stu d ents’ o r a l l a ng u a g e d ev el o p ment.
Such strategies and tools are used to focus attention on specific language uses that teachers and
stu d ents d eter mi ne a s a r ea s o f g r o w th . O b ser v a ti o n to o l s h el p tea c h er s no ti c e h o w th ei r stu d ents a r e
p r o g r essi ng i n th ei r c a p a c i ty to eng a g e i n c o l l a b o r a ti v e c o nv er sa ti o ns. As tea c h er s d ev el o p d eep er
u nd er sta nd i ng s o f th e C A E L D S ta nd a r d s, th ey i nc r ea si ng l y no ti c e h o w th ei r E L stu d ents a r e u si ng
English in the context of specific CA ELD standards. They also become more skilled at identifying
w h er e o n th e E L D c o nti nu u m th ei r stu d ents a r e a nd th ei r nex t step s i n d ev el o p i ng th ei r a c a d emi c u ses
o f l a ng u a g e.
O b ser v a ti o n to o l s sh o u l d b e u sed str a teg i c a l l y a nd p u r p o sef u l l y . F o r ex a mp l e, tea c h er s mi g h t u se
a f o r ma l o b ser v a ti o n to o l mo nth l y o r q u a r ter l y . T h e to o l i s u sed mo r e f r eq u entl y w i th so me stu d ents
( e. g . , new c o mer E L s a t th e ea r l y E mer g i ng l ev el ) a nd l ess f r eq u entl y ( f o r stu d ents a t th e l a te B r i d g i ng
l ev el ) b ec a u se th e to o l i s i ntend ed to c o mp l ement th e o ng o i ng o b ser v a ti o ns tea c h er s ma k e ev er y d a y .
O r a l l a ng u a g e o b ser v a ti o n to o l s a r e i ntend ed to p r o v i d e i nf o r ma ti o n to tea c h er s th a t i nf o r ms th ei r
i nstr u c ti o na l d ec i si o ns, no t f o r a w a r d i ng g r a d es to stu d ents. F i g u r e 8 . 9 p r o v i d es a n ex a mp l e o f a n
o b ser v a ti o n to o l f o r mo ni to r i ng g r a d e- sev en E L stu d ents a t d i f f er ent p l a c es a l o ng th e E L D c o nti nu u m
a s th ey u se E ng l i sh i n c o l l a b o r a ti v e c o nv er sa ti o ns.
8 5 6 | C h a p ter 8 Assessment
Figure 8.9. Grade Seven Collaborative Conversations Observation Notes
Collaborativ e Conv ersations O bserv ation N otes
English Language Development Level Continuum S tu d ents sa i d . . .
( no te stu d ents’
Emerg ing Ex panding Bridg ing na mes a nd
c o mments)
CA EL D Standards in F ocus:
Ex chang ing I deas R espectfully (ELD.PI.7.1)
E ng a g e i n c o nv er sa ti o na l C o ntr i b u te to c l a ss, g r o u p , C o ntr i b u te to c l a ss, g r o u p ,
ex c h a ng es a nd ex p r ess a nd p a r tner d i sc u ssi o ns b y a nd p a r tner d i sc u ssi o ns b y
i d ea s o n f a mi l i a r to p i c s f o l l o w i ng tu r n- ta k i ng r u l es, f o l l o w i ng tu r n- ta k i ng r u l es,
b y a sk i ng a nd a nsw er i ng a sk i ng r el ev a nt q u esti o ns, a sk i ng r el ev a nt q u esti o ns,
yes-no a nd wh- q u esti o ns affirming others, adding affirming others, adding
a nd r esp o nd i ng u si ng si mp l e r el ev a nt i nf o r ma ti o n, a nd r el ev a nt i nf o r ma ti o n a nd
p h r a ses. p a r a p h r a si ng k ey i d ea s. ev i d enc e, p a r a p h r a si ng k ey
i d ea s, b u i l d i ng o n r esp o nses,
a nd p r o v i d i ng u sef u l
f eed b a c k .
Supporting O pinions and Persuading O thers (ELD.PI.7.3)
N eg o ti a te w i th o r p er su a d e N eg o ti a te w i th o r p er su a d e N eg o ti a te w i th o r p er su a d e
o th er s i n c o nv er sa ti o ns ( e. g . , o th er s i n c o nv er sa ti o ns o th er s i n c o nv er sa ti o ns
to gain and hold the floor or ( e. g . , to p r o v i d e c o u nter - u si ng a p p r o p r i a te r eg i ster
ask for clarification) using a r g u ments) u si ng l ea r ned ( e. g . , to a c k no w l ed g e new
l ea r ned p h r a ses ( e. g . , I p h r a ses ( I agree with i nf o r ma ti o n) u si ng a v a r i ety
think . . ., Would you please X, but . . . ) , a nd o p en o f l ea r ned p h r a ses, i nd i r ec t
repeat that?) a nd o p en r esp o nses. r ep o r ted sp eec h ( e. g . , I
r esp o nses. heard you say X , and I
haven’t thought about that
before) , a nd o p en r esp o nses.
Connecting I deas (ELD.PII.7.6)
C o mb i ne c l a u ses i n a C o mb i ne c l a u ses i n a n C o mb i ne c l a u ses i n a
f ew b a si c w a y s to ma k e i nc r ea si ng v a r i ety o f w a y s w i d e v a r i ety o f w a y s
c o nnec ti o ns b etw een a nd ( e. g . , c r ea ti ng c o mp o u nd ( e. g . , c r ea ti ng c o mp o u nd ,
j o i n i d ea s ( e. g . , c r ea ti ng a nd c o mp l ex sentenc es) to c o mp l ex , a nd c o mp o u nd -
c o mp o u nd sentenc es u si ng ma k e c o nnec ti o ns b etw een c o mp l ex sentenc es) to ma k e
and, but, so; c r ea ti ng a nd j o i n i d ea s, f o r ex a mp l e, c o nnec ti o ns b etw een a nd
c o mp l ex sentenc es u si ng to ex p r ess a r ea so n ( e. g . , j o i n i d ea s, f o r ex a mp l e,
because) . He stayed at home on to sh o w th e r el a ti o nsh i p
Sunday in order to study b etw een mu l ti p l e ev ents
for Monday’s exam) o r to o r i d ea s ( e. g . , After eating
ma k e a c o nc essi o n ( e. g . , She lunch, the students worked
studied all night even though in groups while their teacher
she wasn’t feeling well) . walked around the room)
o r to ev a l u a te a n a r g u ment
( e. g . , The author claims X ,
although there is a lack of
evidence to support this
claim) .
Q uick O bserv ation Analysis
N ex t steps
Assessment C h a p ter 8 | 8 5 7
The tool provided in figure 8.9 is used to complement the more informal minute-by-minute
o b ser v a ti o ns tea c h er s ma k e o f th ei r stu d ents d u r i ng c o l l a b o r a ti v e c o nv er sa ti o ns. C a r e sh o u l d b e ta k en
i n i mp l ementi ng su c h to o l s. F o r ex a mp l e, a ttemp ti ng to o b ser v e to o ma ny sta nd a r d s a t o nc e o r u si ng
the tool too often can be frustrating and counter-productive. Teachers need support and the flexibility
to u se su c h to o l s i n w a y s th a t b est i nf o r m th ei r i nstr u c ti o na l
Teachers should develop p r a c ti c e.
and employ assessment
approaches that support the T h e a p p r o a c h es a nd to o l s f o r a ssessi ng E L D p r o g r ess
learning goals they have for p r o v i d ed i n th e p r ec ed i ng p a g es i l l u str a te h o w tea c h er s c a n
all students and strategically a ttend to th ei r E L stu d ents’ p r o g r ess i n d ev el o p i ng E ng l i sh a s
a n a d d i ti o na l l a ng u a g e. T h ey a r e no t mea nt to b e p r esc r i p ti v e.
T ea c h er s sh o u l d d ev el o p a nd emp l o y a ssessment a p p r o a c h es
select additional approaches th a t su p p o r t th e l ea r ni ng g o a l s th ey h a v e f o r a l l stu d ents a nd
(when needed) that help str a teg i c a l l y sel ec t a d d i ti o na l a p p r o a c h es ( w h en need ed ) th a t
them ensure that their EL h el p th em ensu r e th a t th ei r E L stu d ents a r e a d v a nc i ng a l o ng
students are advancing along th e E L D c o nti nu u m i n a ti mel y ma nner .
the ELD continuum in a timely
manner. P r o g r ess i n E L D i s a l so mo ni to r ed th r o u g h a p p r o p r i a te u se
o f l a r g e- sc a l e su mma ti v e a ssessments, su c h a s th e C E L D T ( a nd
in time, the ELPAC). As delineated in figure 8.3 in this chapter,
su c h su mma ti v e a ssessments a r e no t i ntend ed f o r p l a nni ng
d a i l y i nstr u c ti o n. R a th er , th e ev i d enc e f r o m l a r g e- sc a l e su mma ti v e a ssessments r el a ted to E L D h el p s
sc h o o l s a nd d i str i c ts ev a l u a te a nd a d j u st th e d esi g n o f i nstr u c ti o na l p r o g r a ms p r o v i d ed to E L s a nd
mea su r e E L s’ p r o g r ess i n l ea r ni ng E ng l i sh from year-to-year. S y stema ti c mo ni to r i ng sh o u l d d eter mi ne
i f E L stu d ents a r e p r o g r essi ng i n th ei r E ng l i sh l a ng u a g e d ev el o p ment w i th i n a p p r o p r i a te ti me f r a mes
and employ clearly defined protocols for action if they are not.
F o r ex a mp l e, a sc h o o l l ea d er sh i p tea m c o nd u c ts a sy stema ti c a nd c a r ef u l a na l y si s o f y ea r - to - y ea r
E L D p r o g r ess, b a sed o n c u r r ent a nd p r ev i o u s y ea r s o f su mma ti v e a ssessment r esu l ts ( i n c o nc er t w i th
o th er mea su r es o f stu d ent a c h i ev ement) , to i d enti f y E L stu d ents w h o d emo nstr a te th e f o l l o w i ng :
• Readiness to reclassify as English proficient
• P r o g r ess i n E ng l i sh l a ng u a g e d ev el o p ment a t a n a p p r o p r i a te r a te
• S ta l l ed p r o g r ess i n E ng l i sh l a ng u a g e d ev el o p ment
The team carefully identifies possible reasons for students’ progress or the lack thereof. Using the
results of their analyses, the team determines specific and timely next steps for instructing individual
stu d ents, a s w el l a s a p p r o p r i a te a d j u stments a nd a d d i ti o ns to p r o g r a m d esi g n, p r o f essi o na l l ea r ni ng ,
a nd th e sc h o o l o r d i str i c t’ s c o mp r eh ensi v e a ssessment sy stem. I n a d d i ti o n, th e tea m ensu r es th a t
an accountability system is in place to measure the efficacy of these adjustments and additions.
Additional guidance on reclassification is provided in chapter 11 of this ELA/ELD Framework.
Assessment for Intervention
S c r eeni ng , d i a g no sti c , a nd p r o g r ess- mo ni to r i ng a ssessments a r e d i sc u ssed i n th i s sec ti o n.
Screening assessments identify students who may have difficulties, diagnostic assessments give
specific information about the difficulties, and progress-monitoring assessments provide feedback on
whether planned interventions to address difficulties are working. These assessments operate in short
o r med i u m c y c l es.
8 5 8 | C h a p ter 8 Assessment
Universal Screening (Medium Cycle)
Universal screening is a critical first step in identifying students who may be at risk of experiencing
difficulty with reading and who may need more instruction. Universal screening consists of brief
a ssessments f o c u sed o n ta r g et sk i l l s th a t a r e h i g h l y p r ed i c ti v e o f f u tu r e o u tc o mes ( J enk i ns 2 0 0 3 ) .
An ex p er t p a nel c o nv ened b y th e U . S . D ep a r tment o f
E d u c a ti o n’ s I nsti tu te o f E d u c a ti o n S c i enc es r ec o mmend ed Universal screening is a
th a t sc r eeni ng ta k e p l a c e a t th e b eg i nni ng o f ea c h sc h o o l critical rst step in identifying
y ea r i n k i nd er g a r ten th r o u g h g r a d e tw o , w i th a sec o nd students who may be at risk
sc r eeni ng c o nd u c ted mi d - y ea r i n k i nd er g a r ten a nd g r a d e o ne
( I nsti tu te o f E d u c a ti o n S c i enc es [ I E S ] 2 0 0 9 ) . of experiencing di culty with
T h e p a nel r ep o r t r ec o mmend s th a t th e f o l l o w i ng ta r g et reading and who may need
a r ea s sh o u l d b e sc r eened a t ea c h g r a d e: K i nd er g a r ten more instruction.
sc r eeni ng b a tter i es i nc l u d e mea su r es a ssessi ng l etter
k no w l ed g e, p h o nemi c a w a r eness, a nd ex p r essi v e a nd
r ec ep ti v e v o c a b u l a r y . As c h i l d r en mo v e i nto g r a d e o ne, sc r eeni ng b a tter i es i nc l u d e mea su r es a ssessi ng
phonemic awareness, decoding, word identification, and text reading. By the second semester of
grade one decoding, word identification, and text reading measures include speed as an outcome.
G r a d e tw o b a tter i es i nc l u d e mea su r es i nv o l v i ng w o r d r ea d i ng a nd p a ssa g e r ea d i ng . F o r a r ea so na b l y
accurate identification of students, the report also recommends the use of two screening measures at
ea c h j u nc tu r e. W h en sc h o o l s o r d i str i c ts sel ec t sc r eeni ng mea su r es th ey sh o u l d c a r ef u l l y ex a mi ne th e
tec h ni c a l i nf o r ma ti o n a v a i l a b l e f r o m th e p u b l i sh er ’ s ma nu a l ( I E S 2 0 0 9 ) .
Diagnostic Assessment (Medium Cycle)
W h i l e th e p u r p o se o f d i a g no sti c a ssessments i s to i mp r o v e stu d ent l ea r ni ng , th ey sh o u l d no t b e
c o nf u sed w i th sh o r t- c y c l e f o r ma ti v e a ssessment. F o r ma ti v e a ssessment i s u sed to g u i d e o ng o i ng
d ec i si o ns a b o u t stu d ent l ea r ni ng , w h er ea s d i a g no sti c a ssessment i s u sed to i d enti f y a r ea s w h er e
i nter v enti o n ma y b e need ed to i mp r o v e stu d ent l ea r ni ng ( C a r neg i e C o u nc i l o n Ad v a nc i ng Ad o l esc ent
L i ter a c y 2 0 1 0 ) .
Poor performance might reflect any one of a number of problems including, but not limited to,
struggles with language and literacy. For example, if students are having difficulty understanding
grade-level text, they may have short-term memory issues, may not read fluently enough to focus
th ei r a ttenti o n o n mea ni ng ma k i ng , o r ma y no t b e ma k i ng c o nnec ti o ns a c r o ss p h r a ses a nd sentenc es
i n th e tex t. D i a g no sti c a ssessment i s th e mea ns b y w h i c h
Formative assessment is used to identify the precise source(s) of the student’s difficulty
to guide ongoing decisions so th a t a n a p p r o p r i a te i nter v enti o n c a n b e p l a nned . T i mel y
about student learning, identification of students’ difficulties is essential to ensuring
th e r i g h t i nter v enti o n i s ma d e so stu d ents c a n p r o g r ess.
whereas diagnostic assessment G r ea t c a r e sh o u l d b e ta k en w h en a p p r o a c h i ng d i a g no sti c
is used to identify areas where a ssessment i n E ng l i sh f o r E L s a nd stu d ents w h o a r e d ea f . F o r
intervention may be needed to ex a mp l e, a n E L a t th e E mer g i ng l ev el o f E ng l i sh l a ng u a g e
improve student learning. proficiency or a student who is deaf may appear to struggle
w i th r ea d i ng c o mp r eh ensi o n w h en r ea d i ng a c o mp l ex tex t
i n E ng l i sh . H o w ev er , i t c o u l d b e th a t th e stu d ent h a s no t
had sufficient opportunity to develop the language resources in English (including vocabulary and
g r a mma ti c a l str u c tu r es) o r b a c k g r o u nd k no w l ed g e need ed to a p p l y r ea d i ng c o mp r eh ensi o n str a teg i es.
W i th a p p r o p r i a tel y a d j u sted i nstr u c ti o na l su p p o r t, th e stu d ents ma y d emo nstr a te c o mp r eh ensi o n.
D i a g no sti c a ssessments a d mi ni ster ed i n E ng l i sh to E L s a nd stu d ents w h o a r e d ea f need to b e
i nter p r eted c a r ef u l l y . T ea c h er s sh o u l d c o nsi d er p o ssi b l e l i ng u i sti c a nd c u l tu r a l b i a ses o f a ssessments
Assessment C h a p ter 8 | 8 5 9
( see sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter ) , u se mu l ti p l e ty p es o f a ssessments ( i nc l u d i ng , a s
a p p r o p r i a te, a ssessments g i v en i n th e p r i ma r y l a ng u a g e) to g a i n a c o mp r eh ensi v e p o r tr a i t o f a
stu d ent’ s l ea r ni ng need s, a nd c o mp a r e th e stu d ent’ s
. . . any test that uses language is in r esu l ts to th o se o f h er o r h i s p eer s w h o a r e E L s o r w h o
part a test of language. erefore, a r e d ea f a nd no t j u st to na ti v e E ng l i sh sp ea k er s.
for ELs and students who are deaf
Ac c o r d i ng to th e Standards for Educational and
Psychological Testing ( Amer i c a n E d u c a ti o na l R esea r c h
and use American Sign Language, Asso c i a ti o n [ AE R A] , Amer i c a n P sy c h o l o g i c a l Asso c i a ti o n
every test wri en in English [ AP A] , a nd N a ti o na l C o u nc i l o n M ea su r ement i n
regardless of the content area is E d u c a ti o n [ N C M E ] 1 9 9 9 ) , a ny test th a t u ses l a ng u a g e
partially a test of their English i s i n p a r t a test o f l a ng u a g e. T h er ef o r e, f o r E L s
a nd stu d ents w h o a r e d ea f a nd u se Amer i c a n S i g n
language pro ciency and may not L a ng u a g e, ev er y test w r i tten i n E ng l i sh — r eg a r d l ess
adequately assess their content o f th e c o ntent a r ea — i s p a r ti a l l y a test o f th ei r E ng l i sh
area knowledge and skills language proficiency and may not adequately assess
th ei r c o ntent a r ea k no w l ed g e a nd sk i l l s ( Ab ed i 2 0 0 2 ) .
For this reason, it may be beneficial to assess them
i n th ei r p r i ma r y l a ng u a g e i n o r d er to g a i n a mo r e c o mp l ete p i c tu r e o f th ei r str eng th s a nd need s.
H o w ev er , i t ma y no t b e a p p r o p r i a te to u se c o ntent a ssessments i n th e p r i ma r y l a ng u a g e w i th ev er y E L
stu d ent. F o r ex a mp l e, stu d ents w h o a r e l i ter a te o r r ec ei v i ng f o r ma l i nstr u c ti o n i n th ei r na ti v e l a ng u a g e
in a content area and who are at lower English language proficiency levels are more likely to benefit
f r o m a c o ntent a ssessment i n th e p r i ma r y l a ng u a g e th a n th o se w h o a r e no t ( P enno c k - R o ma n a nd
Rivera, 2011; Bowles and Stansfield 2008; Stansfield and Bowles 2006). Similarly, evaluating emerging
b i l i ng u a l s’ w r i ti ng b y l o o k i ng a t th ei r S p a ni sh w r i ti ng si d e b y si d e w i th th ei r E ng l i sh w r i ti ng c a n h el p
tea c h er s see th e h o w th e l a ng u a g es r ei nf o r c e o ne a no th er , a nd p r o v i d e a mo r e c o mp r eh ensi v e v i ew o f
th e stu d ents’ d ev el o p i ng b i l i ter a c y ( S o l ter o - G o nz a l ez , E sc a mi l l a , a nd H o p ew el l 2 0 1 2 ) .
A r a ng e o f a ssessments i s a v a i l a b l e f o r d i a g no si ng th e
source of a student’s difficulties, and it is important to ensure
th e a p p r o p r i a teness o f th ese a ssessments f o r d i a g no sti c It is advantageous for all
p u r p o ses. ( S ee th e sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter ) . available professionals (e.g.,
B ec a u se a d mi ni ster i ng a nd i nter p r eti ng so me d i a g no sti c teacher, reading specialist,
a ssessments r eq u i r es sp ec i a l tr a i ni ng a nd l i c ensu r e, w h en and school psychologist) to
sel ec ti ng d i a g no sti c a ssessments i t i s i mp o r ta nt to d eter mi ne work together in diagnosing
if the school has access to professionals who are qualified
to administer them. Teachers benefit from working closely a student’s di culties and
w i th r ea d i ng sp ec i a l i sts w h o h a v e th e nec essa r y sp ec i a l i z ed planning appropriate
k no w l ed g e to i nter p r et d i a g no sti c d a ta a nd p r o v i d e g u i d a nc e interventions.
regarding specific interventions (International Reading
Asso c i a ti o n 2 0 0 0 ) . I t i s a d v a nta g eo u s f o r a l l a v a i l a b l e
p r o f essi o na l s ( e. g . , tea c h er , r ea d i ng sp ec i a l i st, a nd sc h o o l p sy c h o l o g i st) to w o r k to g eth er i n d i a g no si ng
a student’s difficulties and planning appropriate interventions (Joseph 2002).
Progress Monitoring (Short or Medium Cycle)
P r o g r ess mo ni to r i ng ( so meti mes r ef er r ed to a s c u r r i c u l u m- b a sed mea su r ement o r c u r r i c u l u m-
b a sed a ssessment) i s th e p r a c ti c e o f a ssessi ng stu d ents’ a c a d emi c p er f o r ma nc e o n a r eg u l a r b a si s f o r
three purposes: (1) to determine whether students are profiting appropriately from the instructional
p r o g r a m, i nc l u d i ng th e c u r r i c u l u m; ( 2 ) to c r ea te mo r e ef f ec ti v e p r o g r a ms f o r th o se stu d ents w h o
are not benefitting; and (3) to estimate rates of student improvement (National Research Center
o n L ea r ni ng D i sa b i l i ti es 2 0 0 6 ) . T o i mp l ement p r o g r ess mo ni to r i ng , a stu d ent’ s c u r r ent l ev el o f
8 6 0 | C h a p ter 8 Assessment
performance is determined and goals are established for learning for a specific period. The student’s
a c a d emi c p er f o r ma nc e i s a ssessed o n a r eg u l a r b a si s ( see I E S 2 0 0 9 r ec o mmend a ti o ns d i sc u ssed
p r ev i o u sl y ) a nd p r o g r ess to w a r d meeti ng th e g o a l i s d eter mi ned
b y c o mp a r i ng th e a c tu a l a nd ex p ec ted r a tes o f l ea r ni ng . To implement progress
monitoring, a student’s
I n a d d i ti o n to th e g ener a l sc r eeni ng mea su r es d esc r i b ed current level of performance
p r ev i o u sl y , a sy stem o f p r o g r ess mo ni to r i ng i s r ec o mmend ed i n
r esp o nse to i nter v enti o n ( R tI ) p r o g r a ms ( I E S 2 0 0 9 ) . Al th o u g h
th ese r ec o mmend a ti o ns a r e g r o u nd ed i n r esea r c h r el a ted to is determined and goals are
R tI , th ey a r e c o nsi stent w i th th e mo r e c o mp r eh ensi v e M u l ti - established for learning for
T i er ed S y stem o f S u p p o r ts ( M T S S ) str u c tu r e r ec o mmend ed b y a speci c period.
th i s ELA/ELD Framework. ( S ee c h a p ter s 2 a nd 9 . ) B a sed o n
a v a i l a b l e ev i d enc e, th e p a nel r ep o r t r ec o mmend s th a t p r o g r ess-
mo ni to r i ng a ssessments b e a d mi ni ster ed to T i er 2 stu d ents a t l ea st o nc e ea c h mo nth . F o r th o se
students who are not making sufficient progress, a Tier 3 intensive intervention should be planned.
P r o g r ess- mo ni to r i ng a ssessments a r e u sed i n T i er 3 to d eter mi ne th e ef f ec ti v eness o f th e i nter v enti o n
(IE S 2 0 0 9 ).
The National Association of State Directors of Special Education (NASDSE) identified nine
essenti a l c h a r a c ter i sti c s o f p r o g r ess mo ni to r i ng . R ec o mmend a ti o ns a d v i se th a t p r o g r ess mo ni to r i ng
a ssess ma r k er v a r i a b l es th a t h a v e b een d emo nstr a ted to l ea d to th e u l ti ma te i nstr u c ti o na l ta r g et, b e
sensi ti v e to sma l l i nc r ements o f g r o w th o v er ti me, b e a d mi ni ster ed r ep ea ted l y u si ng mu l ti p l e f o r ms,
be administered efficiently over short periods, and result in data that can be summarized in teacher-
friendly data displays (NASDSE 2005, 25–26).
I f tea c h er s, sc h o o l s, o r d i str i c ts w i sh to a d o p t p r o g r ess- mo ni to r i ng a ssessments, c a r ef u l a ttenti o n
need s to b e p a i d to th e tec h ni c a l q u a l i ty o f a ny p r o p o sed a ssessments to ensu r e th ey a r e a p p r o p r i a te
f o r th e i ntend ed p u r p o se. ( S ee th e sec ti o n o n tec h ni c a l q u a l i ty i n th i s c h a p ter . )
Mandated California Assessments
O n O c to b er 2 , 2 0 1 3 , Assemb l y B i l l 4 8 4 esta b l i sh ed th e C a l i f o r ni a Assessment o f S tu d ent
P er f o r ma nc e a nd P r o g r ess ( C AAS P P ) a ssessment sy stem, w h i c h r ep l a c es th e S ta nd a r d i z ed T esti ng
a nd R ep o r ti ng ( S T AR ) p r o g r a m. T h e p r i ma r y p u r p o se o f th e C AAS P P sy stem i s to a ssi st tea c h er s,
a d mi ni str a to r s, a nd stu d ents a nd th ei r p a r ents b y p r o mo ti ng h i g h - q u a l i ty tea c h i ng a nd l ea r ni ng
th r o u g h th e u se o f a v a r i ety o f a ssessment a p p r o a c h es
To ensure the assessments address a nd i tem ty p es.
the full range and depth of the Beginning in the 2014–2015 school year, student
CA CCSS for ELA/Literacy, and the p er f o r ma nc e i n g r a d es th r ee th r o u g h ei g h t a nd i n g r a d e
breadth of achievement levels, el ev en i s a ssessed b y a nnu a l su mma ti v e a ssessments
Smarter Balanced Summative d ev el o p ed b y th e S ma r ter B a l a nc ed Assessment
C o nso r ti u m a nd a d mi ni ster ed i n a c c o r d a nc e w i th
Assessments combine item types, C AAS P P r eg u l a ti o ns, C C R S ec ti o n 8 5 5 ( b ) ( 1 ) a nd ( 2 ) .
including selected response See figure 8.10. This state law exempts ELs from taking
(multiple-choice items with one th e E L A p o r ti o n o f th e S B AC a ssessment i f th ey h a v e
or multiple correct responses and b een enr o l l ed i n a U . S . sc h o o l f o r l ess th a n 1 2 mo nth s.
two-part items) and constructed
response (students write a short T o ensu r e th e a ssessments a d d r ess th e f u l l r a ng e
text or long essay in response to a a nd d ep th o f th e C A C C S S f o r E L A/ L i ter a c y , a nd th e
b r ea d th o f a c h i ev ement l ev el s, S ma r ter B a l a nc ed
S u mma ti v e Assessments c o mb i ne i tem ty p es, i nc l u d i ng
prompt). sel ec ted r esp o nse ( mu l ti p l e- c h o i c e i tems w i th o ne
o r mu l ti p l e c o r r ec t r esp o nses a nd tw o - p a r t i tems)
Assessment C h a p ter 8 | 8 6 1
a nd c o nstr u c ted r esp o nse ( stu d ents w r i te a sh o r t tex t o r l o ng essa y i n r esp o nse to a p r o mp t) . F o r
ex a mp l e, f o r th e th i r d - g r a d e r ea d i ng sta nd a r d , determine the main idea of a text; recount the key
details and explain how they support the main idea ( R I . 3 . 2 ) , sel ec ted - r esp o nse i tems c o u l d b e u sed
to a ssess determine the main idea of a text; recount the key details, w h i l e a c o nstr u c ted - r esp o nse
i tem c o u l d b e u sed to a ssess explain how they support the main idea. A c o mp u ter - a d mi ni ster ed
assessment, item response types include matching tables, fill-in tables, select or order text or
g r a p h i c s, a nd d r a g a nd d r o p .
L o c a l l y d eter mi ned mea su r es a r e u sed to a ssess th e a c h i ev ement o f stu d ents i n k i nd er g a r ten
th r o u g h sec o nd g r a d e a nd to a ssess r ea d i ng sta nd a r d s f o r f o u nd a ti o na l sk i l l s f o r k i nd er g a r ten th r o u g h
grade five that are critical to every student’s success in
In addition, Smarter Balanced r ea d i ng . T h e f o u nd a ti o na l sk i l l s a r e a ssessed i ntensi v el y
has a digital library of a t k i nd er g a r ten th r o u g h g r a d e tw o a nd th en str a teg i c a l l y
formative practices and tools a t g r a d e l ev el s a b o v e g r a d e tw o . I n sel ec ti ng a p p r o p r i a te
for teachers’ use. ese tools a ssessments f o r th ese p u r p o ses, sc h o o l d i str i c t l ea d er s
need to r ef er to th e sec ti o n o n th e tec h ni c a l q u a l i ty o f
include model units and lessons a ssessments i n th i s c h a p ter to ensu r e th a t th e a ssessments
with embedded formative u sed a r e a p p r o p r i a te f o r th ei r i ntend ed p u r p o ses.
assessment strategies for
teacher use. O p ti o na l i nter i m a ssessments d ev el o p ed b y th e S ma r ter
B a l a nc ed Assessment C o nso r ti u m a r e a l so a v a i l a b l e to
b e a d mi ni ster ed a t l o c a l l y d eter mi ned i nter v a l s. T h e
i nter i m a ssessments a r e r ep o r ted o n th e sa me sc a l e a s
th e y ea r - end a ssessments a nd p er mi t tea c h er s to a ssess ei th er c l u ster s o f sta nd a r d s ( r ef er r ed to a s
I nter i m Assessment B l o c k s) o r th e f u l l r a ng e o f th e C A C C S S f o r E L A/ L i ter a c y ( r ef er r ed to a s I nter i m
C o mp r eh ensi v e Assessments) . I n a d d i ti o n, S ma r ter B a l a nc ed h a s a d i g i ta l l i b r a r y o f f o r ma ti v e p r a c ti c es
a nd to o l s f o r tea c h er s’ u se. T h ese to o l s i nc l u d e mo d el u ni ts a nd l esso ns w i th emb ed d ed f o r ma ti v e
a ssessment str a teg i es f o r tea c h er u se.
T h e S ma r ter B a l a nc ed S u mma ti v e a nd I nter i m Assessments a r e c o mp u ter a d a p ti v e tests a nd
include performance tasks. These are described in more detail in figure 8.10.
8 6 2 | C h a p ter 8 Assessment
Assessment Figure 8.10. Smarter Balanced Assessment Consortium System
Chapter 8 | 863 Source
K–12 Center at Educational Testing Service. 2014. “The Smarter Balanced Assessment Consortium.” Diagram created by Educational Testing Service.
Computer Adaptive Tests
C o mp u ter - a d a p ti v e tests ( C AT ) ta i l o r a n a ssessment to i nd i v i d u a l stu d ents b y p r esenti ng i tems
b a sed o n a stu d ent’ s p er f o r ma nc e o r r esp o nses to p r ev i o u s i tems i n th e test ( S ma r ter B a l a nc ed
2 0 1 3 a ) . T h e S ma r ter B a l a nc ed S u mma ti v e Assessments u se C AT tec h no l o g y . T h e C AT a ssessment
“engine” begins by delivering a short series of moderately difficult grade-level test items to the
stu d ent, a nd th en, d ep end i ng o n th e stu d ent’ s i ni ti a l p er f o r ma nc e, d el i v er s i tems th a t a r e ei th er mo r e
or less difficult. This process continues until the student’s level of proficiency is determined (Smarter
Balanced 2013a). For example, if a student has performed well on prior items, then more difficult
i tems a r e g i v en th er ea f ter , b u t i f a stu d ent h a s p er f o r med p o o r l y o n p r i o r i tems, th en ea si er i tems a r e
presented. By matching the difficulty of new items more closely with a student’s demonstrated level
o f p er f o r ma nc e, f ew er i tems a r e need ed . S o me o f th e c o mp etenc i es a ssessed b y C AT i tems i nc l u d e
stu d ents’ a b i l i ty to u se ev i d enc e to su p p o r t th ei r a na l y ses ( e. g . , c l a i ms, c o nc l u si o ns, i nf er enc es) f r o m
r ea d i ng d i f f er ent l ev el s o f tex t a nd th ei r a b i l i ty to ed i t a nd r ev i se w r i ti ng sa mp l es o f d i f f er ent l ev el s o f
c o mp l ex i ty .
B ec a u se th e test i s a d mi ni ster ed b y c o mp u ter , i t i s c r i ti c a l th a t stu d ents d ev el o p th e nec essa r y
tec h no l o g y sk i l l s, su c h a s k ey b o a r d i ng , ma ni p u l a ti ng a mo u se, a nd u si ng p u l l - d o w n menu s, a nd
th a t stu d ents h a v e a mp l e ex p er i enc e w i th th e d ev i c es th ey a r e to u se d u r i ng th e S ma r ter B a l a nc ed
S u mma ti v e Assessments.
Performance Tasks
P er f o r ma nc e ta sk s p r o v i d e o p p o r tu ni ti es f o r stu d ents to Performance assessments
d emo nstr a te l ea r ni ng i n w a y s th a t “ emu l a te th e c o ntex t o r provide be er possibilities
c o nd i ti o ns i n w h i c h th e i ntend ed k no w l ed g e a nd sk i l l s a r e
a c tu a l l y a p p l i ed ” ( AE R A, AP A, a nd N C M E 1 9 9 9 , 1 3 7 ) . T h ey to measure complex skills
c a n ta k e th e f o r m o f d emo nstr a ti o ns, o r a l p er f o r ma nc es, and communication,
i nv esti g a ti o ns, a nd w r i tten p r o d u c ts ( L a ne 2 0 1 3 ) . P er f o r ma nc e important competencies,
a ssessments p r o v i d e b etter p o ssi b i l i ti es to mea su r e c o mp l ex and disciplinary knowledge
sk i l l s a nd c o mmu ni c a ti o n, i mp o r ta nt c o mp etenc i es, a nd needed in today’s society and
d i sc i p l i na r y k no w l ed g e need ed i n to d a y ’ s so c i ety ( P a l m 2 0 0 8 )
a nd i mp o r ta nt l ea r ni ng g o a l s th a t c a nno t b e ea si l y a ssessed important learning goals that
w i th o th er f o r ma ts ( R esni c k a nd R esni c k 1 9 9 2 ) . cannot be easily assessed with
T h e p er f o r ma nc e ta sk s i nc l u d ed i n th e S ma r ter B a l a nc ed other formats.
S u mma ti v e Assessments emp h a si z e d eep k no w l ed g e o f c o r e
c o nc ep ts a nd i d ea s, a na l y si s, sy nth esi s, c o mmu ni c a ti o n,
a nd c r i ti c a l th i nk i ng . T h ey i nc l u d e sev er a l c o nnec ted a ssessment i tems a nd ma y r eq u i r e mo r e th a n
o ne c l a ss p er i o d to c o mp l ete. F o r ex a mp l e, to a ssess w r i ti ng sta nd a r d s a p er f o r ma nc e ta sk ma y a sk
stu d ents to w r i te a f u l l c o mp o si ti o n i nv o l v i ng p l a nni ng a nd r ev i si o n i n r esp o nse to stu d ents’ r ea d i ng
and analysis of multiple and varied texts. Similarly, performance tasks are used to assess grade 6–12
r ea d i ng a nd w r i ti ng sta nd a r d s f o r l i ter a c y i n h i sto r y / so c i a l stu d i es, sc i enc e, a nd tec h ni c a l su b j ec ts. F o r
i nsta nc e, sh o r t r esea r c h p r o j ec ts th a t i nv o l v e a p p l y i ng r esea r c h a nd i nq u i r y a s w el l a s a d emo nstr a ti o n
o f ma ny 2 1 st c entu r y sk i l l s to p r o d u c e a r a ng e o f p r o d u c ts ( e. g . , sc r i p t f o r a p r esenta ti o n, mu l ti med i a
p r esenta ti o n, p u b l i c ser v i c e a nno u nc ement) a r e a ssessed w i th end - o f - y ea r p er f o r ma nc e ta sk s.
O th er c o nstr u c ted - r esp o nse ta sk s i nc l u d e a sk i ng stu d ents to r esp o nd to a q u esti o n a b o u t a p a ssa g e
th ey h a v e r ea d a nd u se d eta i l s f r o m th e tex t to su p p o r t th ei r a nsw er , to w r i te a n end i ng to a sto r y
b y a d d i ng d eta i l s to tel l w h a t h a p p ens nex t, r ev i si ng a p a r a g r a p h b y a d d i ng d eta i l s to su p p o r t a n
a r g u ment, a nd h i g h l i g h ti ng p a r ts o f a tex t th a t p r o v i d e ev i d enc e to su p p o r t a c o r e i d ea o f th e tex t.
8 6 4 | C h a p ter 8 Assessment
Assessments for Students with Signi cant Cognitive Disabilities
The CCSS for ELA/Literacy are for every student, including students with significant cognitive
d i sa b i l i ti es. Al l stu d ents w i th d i sa b i l i ti es p a r ti c i p a te i n sta tew i d e a ssessments, w i th th e ex c ep ti o n o f
students who cannot achieve at or near grade level as identified by the members of the IEP team.
These students present the most significant cognitive
All students with disabilities d i sa b i l i ti es a nd ma k e u p a p p r o x i ma tel y o ne p er c ent o f th e
participate in statewide p o p u l a ti o n. T h ey r eq u i r e su b sta nti a l su p p o r ts p r o v i d ed i n
c o nnec ti o n w i th a n a l ter na ti v e a ssessment. T h ese su p p o r ts
assessments, with the exception allow identified students to have meaningful access to
of students who cannot c er ta i n sta nd a r d s a nd a ssessment ex p er i enc es a s a p p r o p r i a te
achieve at or near grade level to th ei r a c a d emi c a nd f u nc ti o na l need s. O n O c to b er 1 , 2 0 1 2 ,
as identi ed by the members C a l i f o r ni a j o i ned th e N a ti o na l C enter a nd S ta te C o l l a b o r a ti v e
of the IEP team. ese students ( N C S C ) . T h e N C S C i s c u r r entl y d ev el o p i ng sev er a l r eso u r c es
to support students with significant cognitive disabilities,
present the most signi cant i nc l u d i ng p r o f essi o na l l ea r ni ng mo d u l es, c u r r i c u l u m mo d el s,
cognitive disabilities and make i nstr u c ti o na l ma ter i a l s, a l ter na te a c h i ev ement sta nd a r d s,
a nd a mu l ti - sta te c o mp r eh ensi v e a ssessment sy stem. T h e
up approximately one percent long-term goal is to ensure that students with significant
of the population. c o g ni ti v e d i sa b i l i ti es a c h i ev e i nc r ea si ng l y h i g h er a c a d emi c
o u tc o mes a nd l ea v e h i g h sc h o o l r ea d y f o r p o stsec o nd a r y
o p ti o ns. T h e N C S C i s i ntend ed to b e a sta nd a r d s- a l i g ned a ssessment a nd i s ta r g eted to r ep l a c e th e
p r ev i o u s a l ter na te p er f o r ma nc e- b a sed a ssessment k no w n a s th e C a l i f o r ni a Al ter na te P er f o r ma nc e
Assessment ( C AP A) . F o r mo r e i nf o r ma ti o n, c o nta c t th e C a l i f o r ni a D ep a r tment o f E d u c a ti o n C o mmo n
C o r e R eso u r c es f o r S p ec i a l E d u c a ti o n W eb si te h ttp : / / w w w . c d e. c a . g o v / sp / se/ c c / .
Biliteracy Assessment
W h en i nstr u c ti o n i s p r o v i d ed i n E ng l i sh a nd i n a n When instruction is provided
a d d i ti o na l l a ng u a g e i n a l ter na ti v e b i l i ng u a l o r d u a l l a ng u a g e in English and in an additional
p r o g r a ms, c l a ssr o o m a ssessment f o r a c a d emi c a nd l a ng u a g e language in alternative
d ev el o p ment p r o g r ess i n b o th l a ng u a g es i s nec essa r y . S u c h bilingual or dual language
a ssessments sh o u l d b e d esi g ned a c c o r d i ng to th e sa me
p r i nc i p l es a nd r ec o mmend a ti o ns a r ti c u l a ted th r o u g h o u t th i s programs, classroom
ELA/ELD Framework a nd i n th i s c h a p ter b o th f o r E L s a nd assessment for academic
f o r stu d ents w h o se p r i ma r y l a ng u a g e i s E ng l i sh . F r eq u entl y and language development
a nd c l o sel y mo ni to r i ng stu d ents’ p r o g r ess, a ssessi ng i n b o th progress in both languages is
l a ng u a g es u sed f o r i nstr u c ti o n, a nd i nter p r eti ng a ssessment necessary.
r esu l ts i n a c c o r d a nc e w i th th e r esea r c h o n ef f ec ti v e b i l i ng u a l
ed u c a ti o n p r a c ti c es h el p ensu r e th a t stu d ents ma k e stea d y
a nd c o nsi stent p r o g r ess to w a r d f u l l b i l i ter a c y a nd a c a d emi c
a c h i ev ement i n b o th l a ng u a g es. ( E ng l i sh l ea r ner s w h o h a v e b een enr o l l ed i n a U . S . sc h o o l f o r l ess
th a n 1 2 mo nth s d o no t to ta k e th e E L A p o r ti o n o f th e S ma r ter B a l a nc ed S u mma ti v e Assessments. )
Assessment C h a p ter 8 | 8 6 5
English Language Pro ciency Assessments
The English Language Proficiency Assessments for California (ELPAC), which will be aligned
to th e C A E L D S ta nd a r d s a d o p ted i n 2 0 1 2 , i s b ei ng d ev el o p ed to r ep l a c e th e C a l i f o r ni a E ng l i sh
L a ng u a g e D ev el o p ment T est ( C E L D T ) . T h e C E L D T w i l l b e a d mi ni ster ed a s u su a l u nti l th e E L P AC i s f u l l y
o p er a ti o na l .
T h e E L P AC w i l l c o nsi st o f tw o sep a r a te a ssessments: a n i ni ti a l a ssessment a nd a su mma ti v e
assessment. A summary of the identification and assessment process for ELs follows:
• Home Language Survey (HLS): School districts will continue to employ an HLS as the first
step i n i d enti f y i ng stu d ents w h o se p r i ma r y l a ng u a g e i s no t E ng l i sh . T h e H L S i nd i c a tes i f a
stu d ent sp ea k s a l a ng u a g e o th er th a n E ng l i sh a t h o me so meti mes o r a l l o f th e ti me. T h e H L S
h el p s to d eter mi ne w h i c h stu d ents a r e p o tenti a l l y E L a nd tr i g g er s th e r eq u i r ement to a d mi ni ster
the ELPAC Initial Assessment to confirm EL classification.
• ELPAC Initial Assessment (Initial): T h e I ni ti a l e English Language
w i l l b e u sed b y sc h o o l d i str i c ts to d eter mi ne w h eth er Pro ciency Assessments for
a stu d ent i s a n E L . I t w i l l b e sc o r ed a t th e l o c a l l ev el California (ELPAC), which
by qualified ELPAC examiners, resulting in a quicker will be aligned to the CA
tu r na r o u nd o f test r esu l ts a nd ti mel i er d eter mi na ti o n ELD Standards adopted in
of EL classification and placement of students in 2012, is being developed to
a p p r o p r i a te i nstr u c ti o na l p r o g r a ms. replace the California English
Language Development Test
• ELPAC Summative Assessment (Summative): (CELDT). e CELDT will be
E L P AC ex a mi ner s w i l l a nnu a l l y a d mi ni ster th e administered as usual until the
Summative to all identified ELs during a four-month ELPAC is fully operational.
p er i o d a f ter J a nu a r y 1 a s d eter mi ned b y th e S ta te
S u p er i ntend ent w i th th e a p p r o v a l o f th e S ta te B o a r d
o f E d u c a ti o n. T h e r esu l ts w i l l b e u sed to d eter mi ne
E L s’ a nnu a l p r o g r ess i n l ea r ni ng E ng l i sh f o r f ed er a l
a c c o u nta b i l i ty p u r p o ses. T h e r esu l ts ma y a l so b e u sed
b y sc h o o l d i str i c ts to ev a l u a te th e ef f ec ti v eness o f
th ei r E L D p r o g r a ms, c u r r i c u l a r r eso u r c es, a nd i nstr u c ti o n.
The ELPAC conceptual model (figure 8.11 below) highlights the process for using the HLS, the
I ni ti a l , a nd th e a nnu a l S u mma ti v e. B o x es A a nd C h a v e d o tted b o r d er s to i nd i c a te l o c a l a c ti v i ti es, a nd
B o x es B a nd D h a v e so l i d b o r d er s to i nd i c a te th em a s i nteg r a l c o mp o nents o f th e sta te a ssessment
sy stem.
8 6 6 | C h a p ter 8 Assessment
Figure 8.11. ELPAC Conceptual Model
Source
California Department of Education. 2013b. Memorandum “California English Language Development Test: Transitioning to
the English Language Proficiency Assessment for California.” Sacramento: California Department of Education.
Technical Quality of Assessments
When considering the use of assessments to determine student achievement of the CA CCSS
for ELA/Literacy and the CA ELD Standards, it is important to keep in mind the purpose for which
a given assessment is intended. If an assessment does not permit proper inferences and provide
accurate information for the specific decision-making purpose, its use may constitute misuse (Herman,
Aschbacher, and Winters 1992).
Assessment Chapter 8 | 867
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ELA-ELD Framework Ch 8 - Assessment
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