Rachel Carrillo Syrja - Common Formative Assessments for English Language Learners download MOBI, TXT, DOC
9781935588184 English 1935588184 English Language Learners Students (ELLs), the fastest-growing segment of the school-age population, lag far behind their native English-speaking peers in academic achievement. While it has long been established by such experts in the field as Risk Stiggins, James Popham, and Larry Ainsworth that assessment is an integral part of the learning process, the complex process of assessing ELLs has never been clearly defined for educators. Few resources have been available to help educators with the actual development of high-quality assessments. Common Formative Assessments for English Language Learners provides a model for teachers to develop high-quality assessments, both formative and summative, that meet the language development level needs of ELL students. This book guides teachers through a plan for aligning curriculum, instruction, and assessment to maximize ELL student achievement. It tackles the very real challenge of assessing students' content knowledge when they have not developed the language skills to demonstrate that understanding. It is important to understand that ELLs have very specific needs and if instruction is tailores to those needs, then not only will students master the content, but they will also achieve proficiency in English. The Leadership and Learning Center provides world-class professional development services, cutting edge research, and innovative solutions for educators and school leaders who serve students from pre-kindergarten through college. The Center has worked in all fifty states and every Canadian province, as well as Europe, Africa, Asia, South America, and the Middle East. The Center works with public school systems, as well as religious and secular independent schools, charter schools, community colleges, technical schools, universities, state departments of education, national ministries of education, and international education associations. Center Professional Development Associates are experienced superintendents, principals, administrators, and educators who provide comprehensive practices for clients in the areas of standards, assessment, instruction, accountability, data analysis, and leadership. This book provides a road map for teachers to use to implement the results of their common formative assessments to help meet the needs of ELL students and thus maximize learning. It includes information on: The major challenges facing English Language Learners as a result of demographic changes in the 21st century. What works for ELLs: Powerful practices that help teachers differentiate assessments for language proficiency and content knowledge to close the achievement gap. The literacy of assessments: Choosing formative or summative assessments for both language acquistition and content knowledge. The benefits of collaborative analysis of assessment results by using Professional Learning Communities and Data Teams to better meet the needs of ELLs. Book jacket.
9781935588184 English 1935588184 English Language Learners Students (ELLs), the fastest-growing segment of the school-age population, lag far behind their native English-speaking peers in academic achievement. While it has long been established by such experts in the field as Risk Stiggins, James Popham, and Larry Ainsworth that assessment is an integral part of the learning process, the complex process of assessing ELLs has never been clearly defined for educators. Few resources have been available to help educators with the actual development of high-quality assessments. Common Formative Assessments for English Language Learners provides a model for teachers to develop high-quality assessments, both formative and summative, that meet the language development level needs of ELL students. This book guides teachers through a plan for aligning curriculum, instruction, and assessment to maximize ELL student achievement. It tackles the very real challenge of assessing students' content knowledge when they have not developed the language skills to demonstrate that understanding. It is important to understand that ELLs have very specific needs and if instruction is tailores to those needs, then not only will students master the content, but they will also achieve proficiency in English. The Leadership and Learning Center provides world-class professional development services, cutting edge research, and innovative solutions for educators and school leaders who serve students from pre-kindergarten through college. The Center has worked in all fifty states and every Canadian province, as well as Europe, Africa, Asia, South America, and the Middle East. The Center works with public school systems, as well as religious and secular independent schools, charter schools, community colleges, technical schools, universities, state departments of education, national ministries of education, and international education associations. Center Professional Development Associates are experienced superintendents, principals, administrators, and educators who provide comprehensive practices for clients in the areas of standards, assessment, instruction, accountability, data analysis, and leadership. This book provides a road map for teachers to use to implement the results of their common formative assessments to help meet the needs of ELL students and thus maximize learning. It includes information on: The major challenges facing English Language Learners as a result of demographic changes in the 21st century. What works for ELLs: Powerful practices that help teachers differentiate assessments for language proficiency and content knowledge to close the achievement gap. The literacy of assessments: Choosing formative or summative assessments for both language acquistition and content knowledge. The benefits of collaborative analysis of assessment results by using Professional Learning Communities and Data Teams to better meet the needs of ELLs. Book jacket.