Zaqs

sample_assessment__rubric.doc

Sample Assessment Rubric

The Sample Assessment requires submission of a paper describing a suitable assessment intended for an ESL audience. This assessment should apply some of the principles covered as part of the course and reflect knowledge and ability to implement assessments for ELs. It could consist of formative and/or summative assessment as applicable, and can include any type or alternative form of assessment (e.g., questionnaire, interview, journal, test, quiz, dictation, etc.) deemed suitable for the intended ESL population, grade level, age, etc. For instance, you could consider this assessment as a component in an actual lesson intended to address specific needs for the ESL students, e.g. reading comprehension, vocabulary development, knowledge of Wh-question formation. You will choose the grade level, level of proficiency in ESL, setting (i.e., ESL or EFL, etc.), and the specific assessment suitable to your specific objectives/ activity- a quiz, an interview, a game, a rubric, a journal, etc. The assessment should include three (3) sections: 1) A short description of context for the assessment, 2) The assessment itself, 3) A one-page rationale (a reflection).

Objective/Criteria	Performance Indicators
	Need Improvement	Meet Expectations	Exceptional
Content- Issues of assessment	(1 points) Demonstrates limited understanding of various issues of assessment, the importance of standards–based assessment, & the difference between language proficiency & other types of assessment (4.4.a). Demonstrates limited understanding of the variety of ways in which assessments of ESOL learners may be biased & how to help ESOL students become familiar with the content and conditions of tests in school (4.4.a). Demonstrates difficulty assessing ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a).	(2 points) Demonstrates understanding of various issues of assessment, the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (4.4.a). Demonstrates understanding of the variety of ways in which assessments of ESOL learners may be biased & how to help ESOL students become familiar with the content & conditions of tests in school (4.4.a). Assesses ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a). Uses multiple sources of information to make appropriate adjustments (4.4.a).	(3 points) Demonstrates a well- developed understanding of various issues of assessment, the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (4.4.a). Demonstrates a well- developed understanding of the variety of ways in which assessments of ESOL learners may be biased & how to effectively help ESOL students become familiar with the content and conditions of tests in school (4.4.a). Expertly assesses ESOL students in order to help distinguish the differences among normal language development, language differences, & learning problems (4.4.a). Expertly uses multiple sources of information to make appropriate adjustments (4.4.a).
Language proficiency assessment	(1 points) Demonstrates limited knowledge of & ability to use a variety of standards-based language proficiency instruments to inform instruction (4.4.b). Demonstrates limited understanding of national and state requirements, procedures, & instruments for identification, reclassification, & exit from language support programs (4.4.b). Demonstrates limited ability to design assessment tasks that measure students’ discrete & integrated language skills and ability to use language communicatively within a range of contexts (4.4.b).	(2 points) Demonstrates knowledge of & ability to use a variety of standards-based language proficiency instruments to inform instruction (4.4.b). Demonstrates understanding of national and state requirements, procedures, and instruments for identification, reclassification, & exit from language support programs (4.4.b). Demonstrates ability to design assessment tasks that measure students’ discrete & integrated language skills & ability to use language communicatively within a range of contexts (4.4.b).	(3 points) Demonstrates well developed knowledge of & ability to effectively use a variety of standards-based language proficiency instruments to inform instruction (4.4.b). Demonstrates well developed understanding of national and state requirements, procedures, and instruments for identification, reclassification, & exit from language support programs (4.4.b). Demonstrates well developed ability to effectively design assessment tasks that measure students’ discrete & integrated language skills & ability to use language communicatively within a range of contexts (4.4.b).
Classroom-based assessment	(1 points) Demonstrates limited ability to develop instructional tasks & assessment tools that promote & measure student learning (4.4.c). Has difficulty designing & developing assessment goals, tools, & tasks appropriate for ESOL students aligned with state & national standards in ESOL & content areas (4.4.c). Demonstrates limited ability to assess learners’ content-area achievement independently from their language ability and adapt classroom tests and tasks for ESOL learners at varying stages of English language & literacy development (4.4.c). Demonstrates limited ability to evaluate & develop classroom measures using a variety of item types & elicitation & response formats to assess students’ receptive & productive language skills (4.4.c).	(2 points) Demonstrates ability to develop instructional tasks & assessment tools that promote & measure student learning (4.4.c). Designs and develops assessment goals, tools, & tasks appropriate for ESOL students aligned with state & national standards in ESOL content areas (4.4.c). Demonstrates ability to assess learners’ content-area achievement independently from their language ability & adapt classroom tests and tasks for ESOL learners at varying stages of English language & literacy development (4.4.c). Demonstrates ability to evaluate & develop classroom measures using a variety of item types & & response formats to assess students’ receptive/ productive language skills (4.4.c). elicitation & response formats to assess students’ receptive/ productive language skills (4.4.c).	(3 points) Demonstrates well developed ability to develop instructional tasks & assessment tools that promote & measure student learning (4.4.c). Expertly designs & develops assessment goals, tools, tasks appropriate for ESOL students aligned with state & national standards in ESOL & content areas (4.4.c). Demonstrates well developed ability to assess learners’ content-area achievement independently from their language ability & effectively adapt classroom tests and tasks for ESOL learners at varying stages of English language & literacy development (4.4.c). Demonstrates well developed ability to evaluate and develop classroom measures using a variety of item types and elicitation & response formats to assess students’ receptive/ productive language skills (4.4.c).
Organization & Timeliness	(0 points) Presentation not submitted by required date (more than a day late). Organization has minor flaws and is somewhat easy to navigate. Few of the relevant standards are evident and reflections are not clear. There missing elements/ incomplete submission.	(0.5 points) Presentation submitted late (less than a day) due to mitigating circumstances. Organization is generally clear, understandable & mostly easy to navigate. Evidence & most reflections are labeled. There is some additional supporting material from added sources. Most of the required elements are present.	(1 points) Presentation submitted by due date as required. Organization is consistently clear & easy to navigate. Support & reflections are labeled. There is significant additional supporting material from added sources. All required elements are present.
	Total: 10 out of 10

Comments: