Due to state and federal mandates, educators have become more aware of the need and requirement to close the achievement gap for all learners.
The expectation for student growth and academic achievement requires educators to continuously search for improved ways to educate today’s diverse student population.
Districts and campuses sometimes overlook areas in which they can have a powerful influence on student learning. Explore the variables listed below, and consider the impact each variable has on student learning and performance results.
Current school processes occur at school and classroom levels and include educational activities as well as psychological/social events. These processes will be discussed later in the course.
Assessments have clear, measurable, and expected standards for achievement. Correct use of assessments ensures students have sufficient opportunities to demonstrate knowledge, skills, and/or growth as defined by clear, measurable standards.
The use of data is essential in identifying and implementing the changes necessary for more efficient and effective learning environments.
It is important to understand terms and concepts associated with assessments. The following terms and concepts will be explored more fully as you proceed through the course:
Assessment can be defined as the process of collecting the information necessary to guide instructional decision making. For educators of ELLs, different forms of assessment are necessary for planning and meeting students' linguistic needs.
Careful selection of formal and informal forms of assessment allows educators to measure specific characteristics of students’ learning processes and progress. These measurements can be made over several designated periods of time and in many different contexts.
It is important to note that assessment must always serve in ways that enhance students’ opportunities for optimal growth in academic knowledge and language development.
It is important to understand that assessment is a form of communication. The data gathered from assessments provides feedback that is communicated to a variety of sources and for a variety of purposes.
Curriculum writers make appropriate adjustments to the curriculum based on data.
Students need feedback to set attainable goals.
Teachers need feedback on instructional approaches and activities to make adjustments based on students' needs.
Administrators process data about the district, campus, educators, and student progress to effectively lead and set goals.
Educational organizations committed to improvement must be able to analyze and use data from assessments. Data allows educators to make informed decisions based on students’ needs.
A balanced assessment of each student requires that educators use various forms of assessment. Take a moment to review the differences between formal and informal assessments.
| Formal Assessments | Informal Assessments | |
|---|---|---|
|
|
Students should be provided with ample and varied opportunities to demonstrate their academic and linguistic abilities. For example, some students may have difficulty with writing but are able to clearly communicate their ideas through oral presentations. Relying on one form of assessment, content, or context may not provide a complete, balanced assessment of students’ abilities.
As mentioned previously, different forms of assessment are necessary for planning and meeting ELLs' individual needs.