EEX 6295

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

EEX6295_3.0

ESOL Performance Standard(s) and Indicator(s)2.2, 5.1
Activity ObjectiveDemonstrate skill in the administration, scoring, and interpretation of selected standardized tests(e.g. exceptionality specific), and select and demonstrate skill in the design, administration, and interpretation of informal assessment techniques and procedures.
Activity DescriptionInformal Assessment Instrument: Develop a Written Informal Assessment instrument demonstrating accommodations for linguistically and culturally diverse (CLD) students including English language learners at varying levels of English proficiency.
ESOL-specific Reading(s)Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometrics issues. Educational Assessment, 8(3), 231-257. Retrieved from http://wou.edu/~jherold08/ED633/DONE%20Abedi%20standardized%20achievement%20tests.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6295_1.0

ESOL Performance Standard(s) and Indicator(s)1.1, 5.1
Activity ObjectiveDescribe the ethical concerns and issues related to assessment and due process, rights related to assessment, eligibility and placement with a continuum of services; and, Identify strategies for promoting non-biased assessment of students from culturally and linguistically diverse backgrounds.
Activity DescriptionConcept Map: Candidates will construct a concept map of assessment illustrating its ethical issues, trends, including the effects of racism, stereotypes, and discrimination in the assessment of students from culturally and linguistically diverse backgrounds and English language learners at three different levels of English proficiency.
ESOL-specific Reading(s)Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometrics issues. Educational Assessment, 8(3), 231-257. Retrieved from http://wou.edu/~jherold08/ED633/DONE%20Abedi%20standardized%20achievement%20tests.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

EEX6295_2.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.3, 4.2, 5.1
Activity ObjectiveDemonstrate skill in the administration, scoring, and interpretation of selected standardized tests(e.g. exceptionality specific), and Identify, select and apply appropriate data-based instructional measures in making instructional and behavioral decisions for eligibility and planning individual student programs (e.g., IEPs, or other)
Activity DescriptionCase Study/Psychoeducational Report: 3 major components - 1) Candidates analyze and summarize students¡¯ performance documentation including levels of English proficiency; 2) Candidates complete the RtI chart with interventions and accommodations for the 3 tiers and how these might be adapted for English language learners at varying levels of English proficiency, and 3) Candidates test interpretation and recommendations for adequate instructional programming (variety of materials and resources including native language and technology). A reflection to document professional growth and learning is required.
ESOL-specific Reading(s)Abedi, J. (2002). Standardized achievement tests and English language learners: Psychometrics issues. Educational Assessment, 8(3), 231-257. Retrieved from http://wou.edu/~jherold08/ED633/DONE%20Abedi%20standardized%20achievement%20tests.pdf
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentYES