ASSESSMENT ASSESS TO LEARN PROGRESS MONITORING ASSESSMENTS PROFICIENCY ASSESSMENTS Quizzes (all units) • Connect to The Theme • Before You Read: Vocabulary • After You Read • Connect to Oral Language • Connect to Grammar • Connect to Language Arts • Connect to Science • Connect to Social Studies • Connect to Mathematics • Connect to Writing Unit Test (all units) • Speaking Prompts and Rubric • Writing Prompts and Rubric Exams • Mid-Unit (all units) • End-of-Unit (all units) •Mid-Book • End-of-Book Instructional routine • Explore and learn Offer time for students to preview any graphic organizers prior to engaging in the assessments. This can activate background knowledge and help them to recall what they know from the unit. In addition, go over the language of the instructions to ensure students understand what they are being asked to do. If there are any rubrics, have students follow the same path (preview, go over language, etc., without offering overt clues to completion of the assessment). Also, decide whether to allow the posted grammar and academic vocabulary charts that were used in lessons. One option is to offer a few moments for visual review of the charts just prior to the assessment, as well as a quick skim of their vocabulary in the book. Then, they put them away and the charts would be covered just during the assessment. • Practice Students will be regularly completing assessments in the form of quizzes and exams. The lesson activities prepare students in natural ways, as Connect aligns instruction with assessment. The lesson tasks include many formative assessments and self-checks so that metacognition about learning develops clearly. • Communicate Once completed, discuss assessments. A graded test with feedback is not sufficient for many learners. They need relevant and continuous feedback and encouragement. Ask peers to discuss what they learned based on errors. Capitalize on the known and ensure responsive instruction based on results. • Assess Collect written answers and take anecdotal notes as part of formative assessments. In addition to the embedded formative assessments, ensure students are completing the end-of-unit reflection and cognitively connecting back to the Big Idea. Analyze assessments using Connect Assess to Learn system to personalize instruction, as students’ growth will vary by student. References Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing formative assessment on the needs of English language learners. San Francisco: WestEd. Gottlieb, M. (2016). Assessing English language learners: Engage to educational equity: connecting academic language proficiency to student achievement. Thousand Oaks, CA: Corwin, A SAGE Company. Gottlieb, M. (2022, June 21). How can students and their teachers make a difference in classroom assessment? Center for Applied Linguistics Available at: https://www.cal.org/publications/how-can-multilingual-learners-andtheir-teachersmake-a-difference-in-classroom-assessment/ Moll, L. C., Soto-Santiago, S. L., & Schwartz, L. (2013). Funds of knowledge in changing communities. International Handbook of Research on Students’ Literacy, Learning, and Culture, 172–183. Txli
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