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Assessment of Learning

• Assessment is distinct from daily classroom functioning; it is often external and imposed.

• Purpose of assessment of learning contributes to local/state accountability systems.

• Results are public and define administrator equity across schools and districts.

Standardized Testing

• Standardized tests have been prevalent in American education for decades; they enable comparisons among schools.

• They are designed for general student populations, often leading to skepticism regarding their relevance for ELLs (English Language Learners) or ELLs with disabilities.

Guidance for ELLs

• In 2015, the U.S. Department of Justice and Education reinforcing civil rights for ELLs in public schools.

• Schools must reliably identify ELLs and ensure they receive equitable learning opportunities.

• ELLs with disabilities need both language support and disability services.

Distinctions Among Testing, Assessment, and Evaluation

• Testing is a narrow, systematic procedure collecting a sample of student behavior at a point in time.

• Assessment involves a comprehensive collection and analysis of information over time, including various data sources.

• Evaluation is the broadest, analyzing evidence against specific goals to assess the effectiveness of services or programs.

Assessment for Learning

• Continuous feedback and updated data enhance the accuracy of assessments and must cater to all students, especially ELLs.

• Involvement of multiple stakeholders and setting clear expectations enhance assessment quality.

Validity of Assessments

• Validity is crucial; interpretations from assessments must accurately represent what is being measured.

• Systematic errors affecting validity include unfamiliar content, undue assumptions about students' language proficiency, biases in items, and more.

Understanding Test Scores

• Raw Scores: Total correct answers, lacking context for performance interpretation.

• Scale Scores: Provide numerical comparisons where limitations (confidence bands) are also addressed.

Interim Measures

• No formal definition but generally aim to assess where students are in learning relative to end-of-course expectations.

• Administered periodically; not part of regular instruction.

• Often commercial products designed to inform and improve practice; they have potential limitations in reflecting true instructional outcomes.

High-Stakes Tests

• High-stakes tests gauge annual student achievement and accountability at the district/state levels.

• Increased focus on testing often pressures educators to teach to the test rather than focusing on comprehensive education.

• High-stakes measures must be valid; otherwise, they exacerbate inequity for ELLs and other diverse learners.

Linguistic Considerations in Testing

• Norm-Referenced Tests: Rank students against a normative sample.

• Criterion-Referenced Tests: Measure progress against specified criteria, often linked to state standards.

Complex Language in Tests

• Complex linguistic structures such as passive voice and intricate noun phrases can hinder ELLs' comprehension.

• Tests must align with students’ linguistic and cultural backgrounds for fair assessment.

Accessibility and Accommodations for Tests

• Accessibility features and accommodations for ELLs need to be structured thoughtfully during assessments.

• ELLs with disabilities are entitled to both sets of accommodations when appropriate.

Innovative Assessment Approaches

• Research on technology-driven prototypes can enhance fair assessment opportunities for ELLs.

• Effectiveness of universal design principles in educational assessments and how accessibility features operate.

Next Generation Testing

• The Every Student Succeeds Act (ESSA) emphasizes annual statewide assessments while ensuring equitable treatment for ELLs and subgroups.

• Long-term goals must be defined for ELLs and included in growth measures for accountability.

Considerations for Language Proficiency Testing

• WIDA Consortium and others are developing standards that account for ELLs’ diverse backgrounds.

• Language proficiency assessments help track ELLs' growth and inform instructional strategies.