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ELL Language Assessment and Related Issues in the K- 12 Classroom: An Introduction

Price

ELL Language Assessment and Related Issues in the K- 12 Classroom: An Introduction

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Number of: Hours 45
  • 3 university semester credits, 4 university quarter credits
    (university fees are additional)
  • System Requirements
What you need to know
Year End Special - $199

(Valid through December 31, 2014)

All 3 Credit Courses

3 – Credit Course/ 45 Hours

Use the following promo code at checkout:

YearEndSpecial2014


CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.


Humboldt State University (HSU):
HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course explores the legal history and politics surrounding language assessment and the different test structures and methods used to assess English language learners. Participants will examine how standardized tests are used to measure language proficiency and academic achievement. With that framework in place, participants will explore how to specifically assess listening, speaking, reading, and writing, both individually and in an integrated fashion. Participants will also examine test taking issues and strategies and will look at how technology can be used in assessment. Special needs students will also be addressed.

Course Objectives: Participants will

  • Understand technical concepts about testing: accountability and standardized achievement tests; normed and criterion-referenced tests; validity and reliability; language proficiency; and authentic/performance-based assessment evaluation.
  • Distinguish among traditional vs other test formats, and will have cognitive knowledge of the key strengths and weaknesses of traditional formats, and key test-taking strategies for ELLs.
  • Identify common characteristics of informal assessments, use a model for organizing classroom assessment, and be familiar with some common types of informal/classroom assessment.
  • Understand the process of creating and evaluating portfolios to assess English Language Learners, and apply rubrics to reading, writing, listening, and speaking tasks.
  • Understand the concept of integration of language skills, and be able to describe common methods of assessing reading, writing, listening and speaking, and a variety of ways of eliciting speech for assessment.
Syllabus
  • Course:
    ELL Language Assessment and Related Issues in the K- 12 Classroom: An Introduction
  • Prerequisites:
    None
  • Number of Credits:
    3 credits
  • Number of Hours:
    45 hours

Course Description:

This course explores the legal history and politics surrounding language assessment and the different test structures and methods used to assess English language learners. Participants will examine how standardized tests are used to measure language proficiency and academic achievement. With that framework in place, participants will explore how to specifically assess listening, speaking, reading, and writing, both individually and in an integrated fashion. Participants will also examine test taking issues and strategies and will look at how technology can be used in assessment. Special needs students will also be addressed.

Course Objectives: Participants will

  • Understand technical concepts about testing: accountability and standardized achievement tests; normed and criterion-referenced tests; validity and reliability; language proficiency; and authentic/performance-based assessment evaluation.
  • Distinguish among traditional vs other test formats, and will have cognitive knowledge of the key strengths and weaknesses of traditional formats, and key test-taking strategies for ELLs.
  • Identify common characteristics of informal assessments, use a model for organizing classroom assessment, and be familiar with some common types of informal/classroom assessment.
  • Understand the process of creating and evaluating portfolios to assess English Language Learners, and apply rubrics to reading, writing, listening, and speaking tasks.
  • Understand the concept of integration of language skills, and be able to describe common methods of assessing reading, writing, listening and speaking, and a variety of ways of eliciting speech for assessment.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, observation and analysis of lessons, coaching interactions with a coaching partner that include feedback and analysis of both the lesson and the coaching episode. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see the Affiliations tab at the top of the main page, www.cecreditsonline.org, or select How to Obtain Credits under the Obtaining Credits tab within your account.

Class Outline:

  • Lesson 1
    • Introduction
    • 1.a An Introduction to Language Assessment
    • 1.b Immigration and the Changing School Population
    • 1.c Affecting English Language Learners U.S. Legal Mandates
    • 1.d No Child Left Behind and Adequate Yearly Progress
    • 1.e Conceptual Frameworks for Assessment
    • 1.f Supplementary Material
  • Lesson 2
    • 2.a Understanding Technical Concepts about Testing
    • 2.b Norm-Referenced and Criterion-Referenced Tests
    • 2.c Validity and Reliability
    • 2.d Language Proficiency
    • 2.e Lesson 2e Evaluation
    • 2.f Supplementary Material
  • Lesson 3
    • 3.a Constructing Standardized Language Proficiency Tests for ELL
    • 3.b Commercial tests
    • 3.c State tests
    • 3.d International tests
    • 3.e Implications for Classroom Instruction
    • 3.f Supplementary Material
  • Lesson 4
    • 4.a Choosing between Traditional and Performance-Based Measures
    • 4.b Multiple-Choice (MC) Tests: the Pluses and the Minuses
    • 4.c Other Common Formats for Traditional Testing
    • 4.d Cloze and Dictation
    • 4.e Test-Taking Strategies
    • 4.f Supplementary Material
  • Lesson 5
    • 5.a Types of Classroom and Performance-Based Assessment
    • 5.b Collecting Performance-Based and Other Classroom Assessments
    • 5.c Assessment of Process
    • 5.d Assessment of Products and Classroom Measure
    • 5.e Assessment of Decontexualized Measures
    • 5.f Supplementary Material
  • Lesson 6
    • 6.a Themes That Have Been Addressed in CBI Curricula
    • 6.b Criteria for Theme Selection
    • 6.c Learning Content and Language through "Multiple Exposures"
    • 6.d An Example of Exploitability in a Topic
    • 6.e Theme Selection in a Sustained Content Course in Guinea
    • 6.f Supplementary Material
  • Midterm
  • Lesson 7
    • 7.a Rubrics
    • 7.b Creating Rubrics
    • 7.c Holistic vs. Analytic and Primary Trait Rubrics
    • 7.d Generic or Task-Specific Rubrics?
    • 7.e Proficiency Rubrics
    • 7.f Supplementary Material
  • Lesson 8
    • 8.a Assessing Listening
    • 8.b Assessing Listening in Isolation
    • 8.c Assessing Listening in Context
    • 8.d Listening Comprehension Tasks, Part I
    • 8.e Listening Comprehension Tasks, Part 2
    • 8.f Supplementary Material
  • Lesson 9
    • 9.a Assessing Speaking Skills
    • 9.b Using Rubrics to Assess Speaking
    • 9.c Assessing Pronunciation and Intonation
    • 9.d Common Modes of Eliciting Speech
    • 9.e Other Sources for Assessing Speech
    • 9.f Supplementary Material
  • Lesson 10
    • 10.a Assessing Reading
    • 10.b Assessing Reading Comprehension, Part I
    • 10.c Assessing Reading Comprehension, Part II
    • 10.d Assessing Microskills
    • 10.e Assessing Macroskills
    • 10.f Supplementary Material
  • Lesson 11
    • 11.a Assessing Writing
    • 11.b What to Write about and How Long to Write (Timed Writings or Not?)
    • 11.c Holistic Scoring Rubrics
    • 11.d Analytic Scoring Rubrics
    • 11.e Assessing Grammar, Vocabulary, and Conventions of Writing
    • 11.f Supplementary Material
  • Lesson 12
    • 12a. Other Related Issues
    • 12b. Technology
    • 12c. Special Needs Students
    • 12d. Issues That Affect Assessment
    • 12e. Final Summary
    • 12f. Supplementary Material
  • Post Survey
  • Evaluation
  • Final Exam
Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based 
  • University credits available* 
  • Asynchronous – start at any time – 24/7
  • Self-paced – work at your own pace and convenience 
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills 

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits
   45 hours = 3 semester credits
   30 hours = 2 semester credits
   15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions
Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff