[MUSIC] Welcome to the final video of Assessing Achievement with the ELL in mind. Congratulations on finishing the course and taking the initiative to better support your ELLs in the content classroom. Before you take the final assessment and participate in the optional peer review, let's take a few minutes to revisit some of the key ideas presented in this course. The course was structured around five modules, each with a unique focus on assessment and how to most appropriately and fairly assess your ELLs in the content area as they continue to develop language. This can be tricky. But by keeping in mind some key strategies, it can be done right. In the first module, we introduced you to using authentic assessments with the ELL in mind. We began with some fundamentals of assessment itself by reviewing the many purposes for assessment and the different groups of people involved. Purposes of assessment of ELLs in the content classroom include, diagnosis of content knowledge and language ability, monitoring of progress and achievement, and to identify aspects of motivation and support needed. Finally, assessment of ELLs helps inform instruction and communication with other parties. Next, we addressed challenges of assessing ELLs in the content area and proposed a variety of workable solutions. Solutions for specific challenges include using a variety of assessment types, assessing the process and product, and creating and applying fair rubrics. Make sure to create a shared vision between you, the ELL, and other parties invested in the student's learning. We quickly reviewed learning and language objectives as they relate to assessment in the content classroom. And you were introduced to a learning observation chart to use as you observe content and language skills mastered by your ELL. >> In module 2 we covered formative and summative assessments including the purpose for both, and their usefulness for assessing the ELL. Formative assessment is the assessment for learning while summative assessment is the assessment of learning. Formative assessment types are more useful for ELLs, as they offer a range of opportunities for demonstrating content knowledge mastery and language development. It also immediately impacts the learner and informs the teacher instruction. Summative assessment is used to measure how much a student learned over a designated period of time. Standardized testing also qualifies as summative assessments and present unique challenges for ELLs. We discussed the importance of sharing learning intents for more quality formative assessments as well as applying consistent criteria for the assessment. It is important to use a multi-component framework to assess ELL's. Remember, you can formatively assess language every day through informal observations and ongoing correction and feedback. You were then introduced to the use of and examples of a plenary activity as a way to quickly and formatively assess the student's understanding of content material. This can be done at the end of a lesson or as a review before moving on to new material. Quality feedback and careful attention to building background knowledge and writing clear and shared objectives can help formative assessments support outcomes of summative assessments, especially when considering the ELL's language development alongside their mastery of the content. >> Module three covered alternative assessments and the ways in which it can be used to successfully measure achievement of ELL's content mastery and language development. One way to do this is by implementing portfolio assessments in the classroom. Informal assessments such as observations, checklists, interviews, and homework are also useful for ELL assessment. Next, we covered the steps to determining appropriate use of modification in assessment of both content and language development. These include identifying the purpose of assessment, determining which aspect of the content you are assessing, analyzing your assessment, and finally, modifying the assessment. Other considerations for modified assessments include adjusting the type and number of tasks, weighting assignments appropriately, defining expectations, and writing appropriate directions. When applying accommodations, make sure not to excuse ELLs, rely only on vocabulary definitions, only allow for more time, provide ELLs with content material they should have learned in class, and finally do not translate the test. When scoring accommodated assessments, differentiated scoring should be used to grade language and content separately. >> In module four we covered various methods of grading with the ELL in mind. First we discussed the use of self and peer assessments and the many benefits this has to ELLs including building confidence and learner autonomy, as well as providing opportunities for reflection and revision. We reviewed self and peer assessment strategies such as checklists, revision circles and I-can statements. Next, we reviewed the design and implementation of rubrics for measurement and scoring of both content and language. It is important to give feedback to students both through implicit error correction, and explicit review. It's important to monitor ELLs as they continue to develop language and master content. Make sure to collaborate with all those invested with the student's success. This type of monitoring will provide a more focused instruction. >> Finally, module five reviewed the use of project-based instruction and assessment as an effective way to truly measure ELL's understanding and ability to apply content knowledge. This type of assessment allows the ELL to demonstrate their knowledge of content with a limited requirement of language. Project based assessment should be student-driven and inquiry-based. It should encourage students to hone their deep critical thinking skills. Project based learning offers opportunity to scaffold all aspects in ways that allow students to really develop the skills necessary for college and the workplace. We hope that the information in this course was helpful and provided you a wide variety of strategies for immediate implementation in your classroom. You are now ready to take the final assessment and participate in the optional peer review. Good luck and thank you again for joining us for assessing achievement with the ELL in mind.
