Teachers working with ELLs or bilingual/dual language students need to be aware of assessment strategies that accurately measure content knowledge as opposed to language ability.
Allocate at least 10 hours in the field to support this assignment.
Work with your mentor as well as with other content teachers to learn more about how classroom assessments are designed and administered. Evaluate past assessments completed by ELLs or bilingual/dual language students. Look at how the assessments are structured and the types of errors that were made by the students. Were many of the mistakes caused by misunderstanding the language? Observe or participate in the process of creating and administering classroom assessments.
Continue to work on achieving the goals that you identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
Find an example of an existing classroom assessment used in a general education classroom (not an ELP assessment) or create one that could be used for this purpose. Make note of any issues with this assessment if it were to be used on ELLs or bilingual/dual language students.
Provide a 100-250 word analysis regarding how this assessment could be adapted for ELLs or bilingual/dual language students. Include at least two research-based considerations for fair and effective assessment practices. Be sure to include a copy of the original assessment in an appendix.
APA Style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.