Presentation Title:
Dynamic Formative Assessment Processes for Multilingual Learner Teaching and Learning: Using a Look-Fors Tool
Presentation Options: Onsite
Presentation Strand: MLs
Presentation Delivery Language: English
Description:
Participants will deepen their knowledge of formative assessment processes centered on Multilingual/English Learner students. Participants will explore student oral and written language samples using the California ELD standards-aligned Look-Fors Tool as a model that could be adopted to use with their ELD state standards. The purpose of this tool is to construct meaningful feedback and assess learning based on the student’s proficiency level. Participants will discuss their experiences through this process and will take home a grade-span specific Look-Fors Tool developed to enhance and maximize focused classroom observations to support student growth and learning.
Abstract:
A comprehensive assessment system includes short, medium and long cycles (Williams, 2006). Assessments operating within the medium or long cycles focus on end-of-unit or end-of-year cumulative learning. The goal is to identify how much the student has learned in that period of time. Formative assessment, on the other hand, is situated within a short cycle of teaching and learning involving both teacher and student (Linquanti, 2016). It is a dynamic process that teachers and students undergo to adjust the teaching based on the information obtained while learning is happening and allows teachers to continuously adapt instruction to meet students’ specific needs and secure progress (Heritage, 2013; Allal, 2010).
To provide Multilingual and English Learners with the support that they need to engage with and access rigorous academic content, educators must leverage the possibilities of what formative assessment processes can provide to bolster language development. Language learning and proficiency are deeply connected with the students’ ability to use language to function in academic contexts. Thus, formative assessment processes that will support this simultaneous development must be timely, purposeful, and actionable and use ELD standards as guidance (Alvarez et al., 2014).
Based on these premises, our presentation will discuss a tool that can serve to (1) guide focused ML/EL student observations, (2) aid in the collection of specific evidence that identifies and guides content and language development for ML/EL students, and (3) support the provision of meaningful and timely feedback for continued ML/EL student growth and learning.
Presentation Types: Workshop-80m
Target Audience: PreK - 12
Primary Presenter's Telephone: 1- 626-823-4451
Confirm your Participation: Yes I will present
