Current language research reinforces the approach that teachers must attend simultaneously to the students’ needs both in language learning and content skills, as well as developing the English required to express their learning (Alvarez et al, 2014). Thus, Get Ready! aims to ensure language development in all skill areas; the assessments address both language and discipline-specific content (in science, social studies, math, electives). Of special consideration is the relationship between assessment, rubrics, and grading. Rubrics offer explicit parameters for expectations. They are important criterionreferenced tools that enable both teachers and students to interpret work. Students need to know and demonstrate what they can do. Grading offers a way to evaluate assessment results. Some educators believe grading should be uniform; others believe in individualized approaches. No matter the policy or approach, grading should be transparent for students (Gottlieb, 2022). ASSESS TO LEARN Progress Monitoring Assessments Proficiency Assessments Quizzes (all units) • Connect Language and Language in Action • Connect to Grammar (one quiz per grammar topic) • Connect to Science • Connect to Social Studies • Connect to Mathematics • Connet to Electives 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 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-and-their-teachers-makea-difference-in-classroom-assessment/ Moll, L. C., Soto-Santiago, S. L., & Schwartz, L. (2019). Funds of knowledge in changing communities. International Handbook of Research on Students’ Literacy, Learning, and Culture, 172–183. • Explore and Learn Offer time for students to preview any graphic organizers before engaging in the assessments. This can activate prior 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. • Practice Students will be regularly completing assessments in the form of quizzes and exams. The lesson activities prepare students in natural ways, as Get Ready! 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. • Assess Collect written answers and take anecdotal notes as part of formative assessments. Analyze assessments using Get Ready!'s Assess to Learn system to personalize instruction. Instructional Routine 30 ASSESSMENT
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