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E-raamat: Assessment & Accountability in Language Education Programs: A Guide for Administrators and Teachers

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  • Formaat: 256 pages
  • Ilmumisaeg: 12-Dec-2022
  • Kirjastus: Brookes Publishing Company
  • Keel: eng
  • ISBN-13: 9781681256832
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Assessment & Accountability in Language Education Programs: A Guide for Administrators and TeachersSuurem pilt
  • Formaat: 256 pages
  • Ilmumisaeg: 12-Dec-2022
  • Kirjastus: Brookes Publishing Company
  • Keel: eng
  • ISBN-13: 9781681256832
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Administrators and teachers need defensible evidence of English language learners’ growth and achievement to drive their decision making!

This groundbreaking book provides a field-tested approach to accountability for ELLs. Gottlieb and Nguyen propose the BASIC (Balanced Assessment and Accountability System, Inclusive and Comprehensive) model. This model is research based and grounded in practice. It relies on multiple forms of assessment data from multiple stakeholders that yield a body of evidence on language learners’ learning and academic achievement.

This user-friendly guide exemplifies how to plan, collect, analyze, and use evidence of students’ language development and academic achievement to
  • Respond to external accountability requirements
  • Guide classroom instruction
  • Improve programs for language learners
  • Inform school and district level policymaking
  • Strengthen advocacy efforts on behalf of language learners

Gottlieb and Nguyen document how teachers and administrators in a linguistically and culturally diverse school district collaborate in the design of an assessment system for their language education programs, and they show us how educators use evidence of student performance to inform their decisions. Central to their work is the pivotal portfolio, something new in the assessment literature. The pivotal portfolio is different from the traditional portfolio in that it follows the student for the length of the student’s participation in the language education program and it contains evidence gathered by collaborating teachers of essential student learning and achievement. The text is brought to life through the voices of teachers, samples from student portfolios, and longitudinal data on program effectiveness.

The book includes worksheets that guide administrators and teachers’ efforts to develop and implement a research-based assessment and accountability system that is appropriate for language education programs (dual language, transitional bilingual, and English as a second language) in their districts and schools.

This guide is ideal for study and implementation by professional learning communities (PLCs) and teacher/administrator leadership teams!

Assessment and Accountability in Language Education Programs: National and Local Perspectives
1(26)
The National Level: Goals and Challenges for Language Education Programs
2(11)
Language Education Services and Programs
3(2)
Historical Overview of Language Education Programs
5(4)
Influences on Language Education Programs
9(2)
Assessment Requirements within Language Education Programs
11(2)
A Local Perspective: Assessment and Accountability in Language Education Programs in Schaumburg School District 54
13(10)
Language Education Program Mission
14(1)
Language Education Programs in School District 54
14(4)
Local Assessment Practices
18(2)
The People behind the Assessment Plan: The Importance of Collaboration
20(3)
Integrating National and Local Perspectives: Introducing the BASIC Model
23(1)
Questions for Reflection and Action
24(3)
The BASIC Model for Language Education Programs
27(30)
Principles of Assessment in Language Education Programs
28(8)
The BASIC Model
36(18)
Influences on the BASIC Model
37(2)
The Components of the BASIC Model
39(15)
Distinguishing Features of the BASIC Model
54(1)
Questions for Reflection and Action
54(3)
Developing a Comprehensive Assessment Framework for Language Education Programs
57(18)
Defining the Parameters of Assessment Frameworks
58(4)
Designing an Assessment Plan
62(10)
Phase 1: Establishing a Global Framework for Assessment
62(2)
Phase 2: Determining the Specifics of a Plan
64(3)
Phase 3: Implementing a Plan
67(4)
Phase 4: Reviewing and Revising a Plan
71(1)
Benefits of a Comprehensive Assessment Framework to Major Constituents
72(1)
Questions for Reflection and Action
73(2)
Using the Pivotal Portfolio to Profile Student Learning
75(28)
What Is a Pivotal Portfolio?
76(4)
Critical Questions about Student Learning and Achievement
80(4)
Common Assessments: The Building Blocks of a Viable Pivotal Portfolio
84(13)
Oral Language Proficiency
87(3)
Literacy Development
90(2)
Academic Learning
92(3)
Cross-Cultural Competence
95(2)
Using the Pivotal Portfolio to Guide Decision Making: Exiting ELLs
97(5)
Questions for Reflection and Action
102(1)
Using Evidence to Drive Decision Making in Dual Language Programs
103(28)
Assessment for Learning in Mrs. Hernandez's Class
104(20)
Using Language Proficiency Test Data to Promote Second Language Acquisition
105(3)
Using Writing Assessments to Develop Writing in Two Languages
108(7)
Using Multiple Criteria to Assess Academic Learning and Set Individual Goals
115(3)
Using Reading Assessments to Promote Reading in Two Languages
118(6)
Evidence-Based Program and Professional Development
124(4)
Conclusion
128(1)
Questions for Reflection and Action
129(2)
Using Evidence to Drive Decision Making in Transitional Bilingual Programs
131(20)
Assessment for Learning: Mrs. Alibhai's and Mrs. Williams's Practice
132(12)
Using Reading and Writing Data to Argue for Additional Learning Supports
134(2)
Using the Pivotal Portfolio to Collaborate with General and Special Education Teachers
136(2)
Using Multiple Criteria to Determine ELLs' Readiness to Exit the Program
138(2)
Using Evidence to Motivate the Transition from Spanish to English Literacy Instruction
140(2)
Using Multiple Assessments to Determine ELLs' Special Education Needs
142(2)
Using Multiple Assessments to Guide Program-Level Decision Making
144(4)
Coaching Teachers to Make Sound Instructional Decisions
145(1)
Staff Development Planning and Implementation
146(1)
Program Improvement
147(1)
Conclusion
148(1)
Questions for Reflection and Action
149(2)
Developing an Evaluation Framework for Language Education Programs
151(22)
Using the BASIC Model for Program Evaluation
152(6)
A Global Framework for Evaluation
155(1)
A Framework for Generating Data for Authentic Accountability
156(2)
Evaluating the Dual Language Program in School District 54: A Longitudinal Study
158(13)
Context of the Study
158(2)
Purpose of the Study and Research Questions
160(1)
Collection of Data from Multiple Sources of Summative Assessment
161(1)
Methods of Analysis
162(1)
Results of the Study
163(6)
Overall Findings and Interpretation
169(2)
Using Results from the Evaluation Study to Improve the Language Education Program
171(1)
Conclusion
171(1)
Questions for Reflection and Action
172(1)
Making It Work in Your Language Education Program: Lessons from the Field
173(13)
Constructing the Framework
175(9)
The Design Team
176(1)
Phase 1: Establishing a Global Framework for Assessment
176(1)
Phase 2: Determining the Specifics of the Plan
177(2)
Phase 3: Implementing the Plan
179(4)
Phase 4: Reviewing and Revising the Plan
183(1)
Conclusion
184(1)
Questions for Reflection and Action
185(1)
Appendix: Worksheets
186(37)
Identifying Internal Influences on Your Language Education Program Design
187(1)
Considering Internal Influences on Your Program Design and Implementation
188(2)
Applying Assessment Principles to Your Language Education Programs
190(1)
Identifying External Influences on Your Language Education Program and Assessment
191(1)
How the Components of the BASIC Model Ground and Frame Your Language Education Program and Assessment Practices
192(1)
Reviewing Formative Assessment Used in Your Context
193(1)
Identifying Assessments at Each Level of Implementation in Your Context
194(1)
Categorizing Assessments Used in Your Context by Type and Purpose
195(1)
A Rating Scale for Implementing Curriculum and Instruction for Language Education Programs
196(2)
Developing Your Assessment Plan: Identifying Formative and Summative Assessments
198(1)
Developing Your Assessment Timeline
199(1)
Selecting Appropriate Common Assessments to Include in the Pivotal Portfolio
200(1)
Planning Sheet to Select Common Assessments for Dual Language Programs
201(1)
Creating Spanish as a Second Language Checklists (Grade Levels K-6)
202(8)
Designing a Local ELL Common Assessment Reference Chart
210(2)
Developing a Cover-sheet for the Student's Cumulative Record
212(4)
Assessing a Second Language Learner's Writing Proficiency
216(3)
Using the BASIC Model for Decision Making: Examining Assessment Data
219(2)
Developing an Action Plan for Using Assessment Data for Authentic Accountability
221(2)
Glossary 223(6)
References 229(6)
Index 235
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