Assessing Content Area Understanding in ESL Students
Isabelle Hoag Gason
How do you know what your students know? Are you sure they know what you think they should know? Teachers use classroom assessments to document and map out their students' understandings and competencies all the time. Students who speak English at home often have trouble articulating new concepts and sharing new information because it is hard to explain ideas that they have only just begun to understand. Kindergarten students may not have the ability to explain that they spent math class talking about number families, even and odd numbers or skip counting to 100. Middle school kids might say, "Nothing," when prompted about what they learned that day, simply because they do not yet own the language needed to tell mom that they spent history class discussing the political, social and economic realities of the North and the South in 1850's USA. When it comes to measuring what ESL students know about the subject matter they are studying apart from how well they can or cannot explain their understandings in English can be challenging. Use these three steps to insure that the tests you give your ESL students are accurate and effective measures of their level of content area understandings.
Identify Standards, Benchmarks and Assessment format After you have identified the content and language standards, think about what kinds of responses you expect from students. What would be a fantastic response; a middle of the road response; a less than adequate response? Experienced teachers have years of data collected and stored which they can use to rate student responses without really thinking about it. This is handy for making note of spontaneous responses that epitomize, or describe details that could be documented to support a students grades, or progress; or when the response alters the teachers appraisal of how that student is doing in class. However, it is not enough for teachers to just sort of know when a students response is low, average, or stellar. Effective teachers prepare and share descriptions of the gradations of quality by which students work is measured. Rubrics, checklists and other scoring guides can be created for large scale or frequently used assignments. For every performance of understanding that students carry out, the teachers expectations should be public, visible and frequently referenced. Assessments can be formal or informal, verbal or non-verbal, scored by the teacher, the student, other students or other stakeholders.
Teachers Collect Effective Assessment Tools Find Pre-made Assessments Students who are just learning English may be able to develop rich understandings of concepts in content areas but they may not yet have the language needed to express their understandings. They may need to draw a picture to explain
in math, or the anatomy of a cell in
biology. They may need nonverbal or demonstration type assessments rather than pencil and paper tests. This is why teachers need to assess ESL students in different ways than they might assess native English speakers. There are many ESL teachers and content area teachers that have been down this road before you. Why reinvent the wheel and axle? You can always find assessments either from the text books, other teachers at school, or online.
Adapt Existing Assessments In many cases, classroom teachers have mountains of quizzes, assignments and tests that they want to use again. The school or district may stipulate that teachers use tests right out of the text book, or new teachers, who do not have piles of previous exams lying around, might need to use pre-written assessments as a way to get started. Whatever the situation, tests designed for native English speakers simply will not yield accurate information about how well students who are learning English comprehend the topic. Rather than start from scratch, teachers might want to bend, change or tweak class room assessments to make them useful with ESL students as well. Adapt assessments to provide a lot of support for lower level students. Then gradually reduce the amount of support as the student gains proficiency with English. There are many ways to scaffold assignments in order to provide additional linguistic support for ESL students and yet be able to measure their subject area understandings.
Create Original Assessments Teachers with a constructivist mindset think that students must create their own mental models of topics and subject matter. In fact, they call the process of building these cognitive maps of reality 'learning.' Constructivists think that each person must recreate academic concepts for themselves. Of course, living after Rene Descartes makes learning calculus easier for the rest of us. However, every learner is 'starting from scratch' when it comes to making their personal mental representation of topics from addition to calculus, electrons to cloud nebulae and so on. When master teachers want to discover what their students know, they design specific tools to collect the exact data needed in order to assess students' progress. Yes, they may adapt assessments they have used in the past to fit their current learners. Certainly, they are always looking for new ideas and new ways to assess learning. Puzzling through the creation of an effective assessment tool is one of the arts at which master teachers excel. Additionally, the process of creating assessments teaches teachers about: the students they are assessing, the learning goals they set for students, and the salient features - the essence of - the content being taught.
Assess the Tests, then the Students After you have made a first draft of your assessment, let some students you know well take the test to see if it works the way you thought it would. This will help you tweak, jiggle and or rewrite the test to improve its reliability. Every time you give the test you should think about how well the results match with what you already know about your students. A collection of measurements clustered together give a more accurate view of a student's level of understanding than a single datum point on its own. Continue to find, adapt and create assessments to measure your students' understandings; all the while being mindful of the limits of each type of assessment tool.
http://differentiatingassessment.weebly.com/ http://prezi.com/dmdnihrk4kvk/?utm_campaign=share&utm_medium=copy Other resources: http://prezi.com/yici9r8not2d/alternative-assessments-for-esl-students/ http://blog.texthelp.com/2013/09/using-graphic-organizers-meet-common-core-state-standards/ http://dmlcentral.net/blog/barry-joseph/empowering-youth-directed-learning-digital-age http://prezi.com/ctf4ehtxjzsj/what-is-a-alternative-assessment/ http://www.nsta.org/publications/news/story.aspx?id=53299