Common Language Assessment for English Learners
Learn how to plan, implement, and evaluate common language assessments for your English learners. With this step-by-step guide, teachers, school leaders, and administrators will find organizing principles, lead questions, and action steps all directing you toward collaborative assessment. Yield meaningful information for and about EL learning preferences, build student self-assessment, and inform your instructional decision making based on reliable results.
- Explore the five phases of implementing common language assessment: planning, design, refinement, inspection, and maintenance.
- Examine the status of language education in US schools.
- Recognize the features of common instructional assessment.
- Learn how to build a standards-referenced common language assessment.
- Understand the importance of auditing current assessment practices and the need to balance different forms of assessment.
TABLE OF CONTENTS
Chapter 1: Common Language Assessment
Chapter 2: Phase I—Planning
Chapter 3: Phase II—Design
Chapter 4: Phase III—Refinement
Chapter 5: Phase IV—Inspection
Chapter 6: Phase V—Maintenance
- Activity 1.1: A Rating Scale for the Principles of Common Language Assessment
- Constructing Common Language Assessment
- Activity 1.2: Meeting Preferences for Your Professional Learning Team
- Activity 1.3: A Professional Development Plan
- Activity 2.1: Questions for Phase I–Planning
- Activity 2.2: Checklist for Phase I–Planning
- Activity 2.3: People and Timeline for Phase I–Planning
- Activity 2.4: Defining the Population of Language Learners
- Activity 2.5: Language Profiles for English Learners
- Activity 2.6: Planning Common Language Assessment in Settings With Multiple Languages of Instruction
- Activity 2.7: Spheres of Influence
- Activity 3.1: Questions for Phase II–Design
- Activity 3.2: Checklist for Phase II–Design
- Activity 3.3: People and Timeline for Phase II–Design
- Activity 3.4: Analyzing the Language Demands of Content Standards
- Activity 3.5: Language Goals, Targets, or Objectives?
- Activity 3.6: Organizing for Common Language Assessment
- Activity 3.7: A Template for Designing Common Language Tasks
- Activity 4.1: Questions for Phase III–Refinement
- Activity 4.2: Checklist for Phase III–Refinement
- Activity 4.3: People and Timeline for Phase III–Refinement
- Activity 4.4: Questions for Review Prior to Piloting Common Language Assessment Tasks
- Activity 4.5: Pilot and Feedback From a Common Language Assessment Task
- Activity 4.6: Selecting Types of Rubrics and Documentation
- Activity 4.7: Involving Students in Instructional Assessment
- Activity 5.1: Questions for Phase IV—Inspection
- Activity 5.2: Checklist for Phase IV—Inspection
- Activity 5.3: People and Timeline for Phase IV—Inspection
- Activity 5.4: Analyzing Information From Rubrics
- Activity 5.5: Considerations Prior to Benchmarking
- Activity 5.6: Benchmarking Common Language Assessment From Start to Finish
- Activity 5.7: Analyzing Data From Common Language Assessment
- Activity 5.8: Weighting an Analytic Scale to Match Language Curricular Goals
- Activity 6.1: Last Chance!
- Activity 6.2: Checklist for Phase V—Maintenance
- Activity 6.3: People and Timeline for Phase V—Maintenance
- Activity 6.4: A Data Management Plan for English Learners
- Activity 6.5: Considerations for Use of Evidence From Student Language Portfolios
- Activity 6.6: Evaluating the Common Language Assessment Project
- Activity 6.7: Determining Inter-Rater Agreement on Student Language Samples
- Activity 6.8: Maintaining Data Sources for English Learners Over Time
- Activity 6.9: Maintaining a Vision of Excellence for English Learners