Beyond “English Only”: Assessing and Supporting English Language Learners in New York City Jimmy J. Han Lisa Lin Doris Zahner, PhD June 28, 2018
INTRODUCTION & OVERVIEW 2
Introductions Moderator: Timothy Boals, PhD, WIDA Consortium Presenters: Jimmy J. Han, New York City Department of Education Doris Zahner, PhD, Council for Aid to Education Lisa Lin, New York City Department of Education 3
Overview NYCDOE’s Office of Periodic Assessment (OPA) Council for Aid to Education (CAE) Case Studies Q & A 4
About NYCDOE’s OPA OPA’s mission is to provide a portfolio of high-quality assessment tools to support educators in reflecting on information about their students' learning, and in encouraging collaborative conversation about teaching and planning through the use of common grade-level assessments. • Develop a diverse portfolio of resources that are aligned to a variety of content area standards and courses • Provide access to data tools that allow for clear, readily available information on what students know and are able to do in order to inform reflection, planning, and instruction • Increase assessment literacy to improve strategic assessment planning and to limit the testing burden on schools and students 5
Assessment Framework Strong assessment practice includes formal and informal assessment moments: Baseline assessments gauge students’ starting point at the beginning of a year, course, or unit. Curriculum-embedded assessments and checks for understanding are used on an ongoing basis to provide teachers with immediate feedback on student learning. Benchmark assessments gauge students’ mastery of key concepts and standards over time throughout the school year to inform instructional, curricular, and professional development decisions. End-of-Year assessments gauge students’ ending point at the culmination of the school year. 6
About CAE 1952 CAE, a nonprofit organization based in New York City, is founded. 1996 CAE becomes part of the RAND Corporation and begins developing performance-based assessments to measure critical-thinking skills. 2002 CAE launches the Collegiate Learning Assessment (CLA). 2005 CAE becomes an independent organization to focus on assessment. 2015 CAE begins partnership with NYCDOE to develop assessments for ELLs. 7
CASE STUDY #1: ELL BASELINE ASSESSMENT 8
Context ELL baseline assessment is used to: • Assess students’ ability to engage with academic language that is embedded in content rather than assessing their comprehension of academic content itself • Provide teachers with detailed information about their students’ strengths and needs in English language development 9
Assessment Design Booklet 1: Speaking Theme 1 Theme 2 Items/tasks 1-4 Items/tasks 5-8 Item levels: 2, 3, 4, 5 Item levels: 2, 3, 4, 5 Booklet 2: Listening, Reading, and Writing (Session 1) (Related to Theme 1 in Speaking test) Listening Reading Writing Stimulus 1 with graphic Stimulus 1 with graphic Stimulus (from Reading) Items 1-4 Items 1-4 Short constructed response Item levels: 1, 1, 2, 3 Item levels: 1, 1, 2, 3 Levels: 1-5 Stimulus 2 with graphic Stimulus 2 with graphic Items 5-8 Items 5-8 Item levels: 1, 2, 3, 4 Item levels: 1, 2, 3, 4 Booklet 3: Listening, Reading, and Writing (Session 2) (Related to Theme 2 in Speaking test) Listening Reading Writing Stimulus 1 with graphic Stimulus 1 with graphic Stimulus (from Reading) Items 1-4 Items 1-4 Extended constructed response Item levels: 2, 2, 3, 4 Item levels: 2, 2, 3, 4 Levels: 1-5 Stimulus 2 with graphic Stimulus 2 with graphic Items 5-8 Items 5-8 Item levels: 3, 4, 5, 5 Item levels: 3, 4, 5, 5 10
2016 SPEAKING Performance Level Descriptions – Grades 3 – 4 GENERAL CLAIM 1 Students can participate in Entering Emerging Transitioning Expanding Commanding discussions about academic topics. Student does not Student uses Student uses Student uses Student uses Anchor 2 respond or uses phrases and simple simple and/or simple, expanded, simple, expanded, Students can use grade- words or short sentences to expanded and/or complex and complex appropriate language to phrases to describe describe or convey sentences to sentences to sentences and fluid describe information on a or convey some some relevant describe or convey describe or convey language to topic or text, with or details and narrate details and relevant details relevant details describe or convey without graphics. a story or process partially narrate a and narrate a story and narrate a story relevant details in sequence . story or process in or process in or process in and narrate a story Target of Measurement 2 sequence . sequence . sequence . or process in sequence . Response may Students can use grade- contain errors that Response may Response may Response may Response contains appropriate language to totally obscure contain errors in contain errors in contain some few or no errors in describe or convey relevant meaning. words and words and errors in words and word choice and details and narrate a story structure that structure that structure that structure that or process in sequence . mostly obscure partially obscure minimally obscure obscure meaning. meaning. meaning. meaning. 11
Teacher Script Introduction : There are many people in the school cafeteria. Model : A boy gets food. Prompt : What are some of the things you see happening in the cafeteria? Optional Rephrasing : I see a boy getting food. Describe other things that you see happening in the cafeteria. 12
Grades 3-12 ELL Baseline Speaking Rubric 13
Scoring • The receptive modalities (Listening and Reading) are assessed through selected-response (multiple-choice and multiple-select) items and a raw score is provided for both modalities. • The productive modalities (Speaking and Writing) are assessed through constructed-response prompts and teachers use rubrics to provide facet scores for both modalities. 14
Psychometrics Form A NYSESLAT Corr Speaking Degree of Response with NYSESLAT Speaking .45 Speaking Mechanics with NYSESLAT Speaking .45 Speaking Complexity of Language with NYSESLAT Speaking .45 Speaking Degree of Response with NYSESLAT Total .49 Speaking Mechanics with NYSESLAT Total .47 Speaking Complexity of Language with NYSESLAT Total .47 Speaking Degree of Response with NYSESLAT Performance Level .51 Speaking Mechanics with NYSESLAT Performance Level .49 Speaking Complexity of Language with NYSESLAT Performance Level .49 15
Challenges of Development Typical ELA ELL Baseline Assessment comprehension items items focus on specific focus on the meaning of pieces of language that the text: convey meaning: • What is the main • Which sentence idea of this story? states a main idea of the story? • Why does the • What phrase shows character take this action? that the character is happy? • What is the tone of the story? 16
2016 LISTENING Performance Level Descriptions – Grades 3-4 GENERAL CLAIM 1 Students can determine Entering Emerging Transitioning Expanding Commanding information in grade-level spoken discourse. Student may, with Student can, with Student can, with Student can identify Student can identify Anchor 2 substantial support, moderate support, limited support, most simple or a variety of simple, Students can identify words, identify a few identify some identify most some expanded or expanded, or phrases, and sentences used words, short words, phrases, or a phrases, simple complex sentences complex sentences to elaborate on and connect phrases, or few simple sentences, or a few that signal or that signal or ideas in grade-level spoken predictable sentences that expanded or describe key describe key discourse. sentences that signal or describe complex sentences details, sequence, details, sequence, Target of Measurement 2 signal or describe key details, that signal or connections, connections, Students can identify words, key details, sequence, describe key and/or and/or phrases, or sentences that sequence, connections, details, sequence, relationships in relationships in signal or describe key connections, and/or connections, grade-level spoken grade-level spoken details, sequence, and/or relationships in and/or discourse. discourse. connections, and/or relationships in grade-level spoken relationships in relationships in grade-level grade-level spoken discourse. grade-level spoken spoken discourse. discourse. discourse. 17
Example of a Listening Item 18
CASE STUDY #2: ELL BENCHMARK MICRO-ASSESSMENTS BUNDLE 19
Context ELL Benchmark Micro-Assessments Bundle is used to: • Evaluate students’ progress toward acquiring and using academic language when engaging in subject- area tasks • Provide English as a New Language (ENL) and content-area teachers with a model for differentiating activities across three bands of English language proficiency • Offer teachers single-class period, engaging performance assessments in ELA, Math, Science, and Social Studies 20
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