CIL 510 Data-Driven Instruction Key Assessment

1 CIL 510 – Data-Driven Instruction Key Assessment for ESL and Bilingual Education Students

Overview and Context

The purpose of this assessment, completed by all students taking CIL 510, is to use knowledge and skills obtained through reading assignments and class activities to:

 Develop knowledge of formative assessments as they are used with ELLs and their appropriateness for measuring aspects of language development.

 Become familiar with an assessment and the data it provides.

 Analyze assessment data on one English language learner.

 Evaluate the appropriateness of the assessment choice for the given purpose.

 Make recommendations about data-driven instruction for the learner.

The assignment typically earns 10 clinical hours in the course.

Standards Addressed Illinois Professional Teaching Standards for English as a New Language 3, 7 TESOL/NCATE Standards 3a, 4a, 4b

Course Learning Outcomes

 Demonstrate the ability to use assessment data to differentiate instruction for language proficiency development and content learning.  Demonstrate ability to evaluate and effectively use various instruments and procedures for assessing both language proficiency and academic performance.  Demonstrate ability to understand and interpret qualitative and quantitative data for assessing students.  Demonstrate the ability to apply assessment results for reflecting on, and modifying teaching.

Directions

Think of a student you are curious about. It may be a struggling learner, a learner with certain skill gaps, a learner who has made amazing progress, or any student who you want to understand better than at present. The student should be linguistically and culturally diverse and classified for ESL/bilingual services or recently exited from them. You may also consider a child whose parent/guardian has refused services. Imagine that an administrator has asked you to write a report about the learning needs of the student. Follow these steps.

Context/Setting 1. Choose a student and be able to give a rationale as to why you chose that particular student. Obtain basic demographic information on the student and family (e.g. age, first and second language(s), race/ethnicity, socioeconomic status, etc.). Use a pseudonym to respect privacy rights. 2. View the Illinois State Board of Education Report Card (http://illinoisreportcard.com) and obtain demographic information about the school and its students. Assessment Procedure

Final draft 6-1-15 2 3. Choose and administer an assessment or obtain ONE piece of assessment data about that learner. The data may be from a standardized assessment or a structured, classroom-based assessment.

Data Analysis 4. Analyze the data. What does the data about the student’s performance on the assessment tell you about them? Factor in any demographic information about the student, family, and school/district that might enrich your analysis. 5. Examine the assessment and evaluate the quality of the assessment and the data it provides (validity, reliability, and practicality). Recommendations 6. Consider the student’s performance on the assessment. How does the data help inform instruction in order to meet the academic needs of this student?

Written Report

Use the information you gathered to write a 2-3 page (minimum) report you might share with a teacher at the school, with instructional recommendations.  Write a cogent, organized report (not a numbered list) in standard written English with an introduction, body, and conclusion. You can use the headings under “Directions” to organize your report.

 Submitting the written report to anyone other than your professor is not part of the assignment.

 Your professor may also ask you to share your report with the class as part of the assignment.

Assessment

Before submitting, review your project using the rubric below to ensure that all of the criteria have been met.

Class Instructional Activity

After completion of the assessment, your instructor may use this as an in-class activity.

Online Course Consideration

For the online version of this course, candidates will follow the same instructions to complete this project.

Rubric

PERFORMANCE TESOL Unsatisfactory Basic (2) Proficient (3) Distinguished Standar (4) LEVEL → ds (0-1)

Performance Refers to candidate Refers to candidate Refers to candidate Refers to Description performance that performance demonstrating mastery of exemplary does not yield demonstrating performance at a consistently candidate sufficient evidence necessary knowledge professional level. performan to make a and skills but its ce that determination or is application is stands as consistently below inconsistent. a model standards. for other candidates . N/A Final draft 6-1-15 3 Criteria 1 Rationale 4a Rationale Rationale regarding Rationale regarding choice of regarding choice regarding choice of choice of student student was complete. of student student was was incomplete. missing. 2 Basic Demographic Demographic Demographic information (as demographic data information was information (as available) was complete. missing. available) was incomplete. 3 Analysis of data 4b Data analysis does Data analysis Data analysis includes a not include an includes a cursory thoughtful interpretation of interpretation of interpretation of what the student can do what the student what the student and/or knows and factors in can do and/or can do and/or appropriate demographic knows, and does knows, or does not information about the student, not factor in factor in enough family, and school/district. appropriate appropriate demographic demographic information about information about the student, family, the student, family, and school/district. and school/district.

4 Analysis of the 4a The formative The formative The formative assessment for appropriateness assessment for the assessment for the the target learner was of the formative target learner was target learner was thoroughly analyzed. assessment for not analyzed for analyzed for its Included in the analysis was the target learner appropriateness, appropriateness, its appropriateness, validity, validity, reliability, validity, reliability, reliability, and practicality. or practicality and practicality, but not thoroughly, or not in all areas. 5 Recommendation 3a Recommendations Recommendations Recommendations include s were missing, or include instructional appropriate instructional for instruction did not include options that are not options based on data appropriate appropriate or are analysis. instructional not based on data options and data analysis. analysis. 6 Writing Writing is Writing is organized Writing is clearly organized disorganized and and contains several and occasional mechanical contains numerous mechanical and and other errors (e.g. APA) do mechanical and other errors (e.g. not interfere with other errors (e.g. APA) that do not comprehension. APA) that interfere interfere with with comprehension. comprehension. Overall Score Unsatisfactory Basic Proficient 0-11 12-15 points 16-18 points

To the teacher: You may add whatever other classroom expectations you wish to your classroom rubric; the rubric above is the ONLY part of your classroom assessment that is used for the university Key Assessment. You may also choose the percentage of the final grade you assign to the project.

Final draft 6-1-15 4

Final draft 6-1-15