Idea Proficiency Test Ipt Forms G & H Second Edition 2016 Review Test

Section 3: What Information to Collect:
Linguistic communication Proficiency, Bookish Achievement, Mental attitude
& Other Assessments

Identifying what data to collect is an important step in program evaluation.

Now that you take adamant what your research questions and your goals and objectives are, y'all need to effigy out how to collect the appropriate information to answer those questions. Of grade, what yous might observe is that yous were a little overly ambitious in your research questions because they crave much more data collection than your staff is willing to practise. So, this is where you lot become realistic about identifying what measures you can use or develop and what your timeline volition exist for collecting information.

You might want to form a committee that will look into some of these issues and study back to the staff at a later meeting where you can discuss your evaluation program.

Identify Kinds of Data Needed

It is essential to identify early on in the procedure what kinds of data will be needed to answer each of your evaluation questions. There are iii types of data y'all might want to recollect almost:

• Demographic information: This refers to student background data—see more about this in Section 4 – Setting up the Database. You lot need to think about how much groundwork data y'all want. There are some standard items that yous probably desire: pupil name, student ID, grade level, ethnicity, language background, maybe SES (east.chiliad., parent education level), language proficiency background (ELL, IFEP, EO) at entry. You lot may also desire to consider date of birth, retentiveness in course, special didactics designation, or participation in GATE/gifted program.

• Educatee performance data (linguistic communication proficiency and achievement test information): You need to consider how much linguistic communication proficiency and achievement examination data you need. Some things to consider:
  • You need to meet the national, state and maybe district requirements for achievement testing—typically testing only in English language. Sometimes this includes writing assessments as well.
  • Yous should use some achievement measure in the other language of the plan as well. In Spanish, you lot can use Aprenda3, SABE, or Supera. Kickoff in 2007, California will produce a criterion-referenced examination in Spanish that assesses the California State content standards for second through quaternary grades (STS-Standards Test in Spanish). Other states, like Texas, may as well take tests in Spanish. Assessments in languages other than Spanish are a little more hard to obtain, every bit yous have probably already discovered. (Check with other two-mode sites to encounter what they are using and whether they have developed something you might be able to employ or purchase or suit for your needs. You tin can find out about other ii-manner programs from the Center for Applied Linguistics.) Exist sure you employ the advisable measure if at that place is 1 required by your state.
  • Most states, similar California, accept developed an oral language proficiency exam in English language to appraise English language oral proficiency and literacy. These tests are adult for ELL students and are not usually appropriate for native English speakers.
  • NCLB requires that states administrate an English proficiency test to appraise English listening, speaking, reading and writing skills. These tests are developed for ELL students and are not usually appropriate for native English speakers.
  • Y'all should collect some data measuring oral language proficiency in
    the second language of the program (e.g., Spanish, Korean, Cantonese, Russian). Several possible examples are given below.
• Attitudinal data: Y'all may want to use surveys and/or questionnaires to examine attitudes in students, parents, and/or staff at your site. These are also discussed in more item below.

• Additional or postal service-plan data: Dual language programs take long-term goals, and many people will be interested in the successes and experiences of those students who have finished the program, whether a 1000-five or K-viii programme, and are now in high school or even accept finished loftier school. Some students who are in high school now and take completed the plan at an earlier grade level may be continuing the study of Spanish content classes or Advanced Placement courses. Others may have had other experiences that were enriched by their dual language programme participation, such equally travel abroad. High school graduation and college enrollment rates would be of item involvement amid students traditionally underrepresented in loftier school graduation or college enrollment. For an case of a follow-upwards study with types of information ane could collect, you tin check out the following articles by Kathryn Lindholm-Leary. These studies collected attitudinal data, grades, accomplishment scores, and self-ratings of achievement and language proficiency:
• Lindholm-Leary, One thousand. J., & Borsato, Yard. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual simple programs. Bilingual Research Periodical, 29, 641-652.
• Lindholm-Leary, K. J. (2003). Dual language achievement, proficiency, and
  attitudes among current high school graduates of ii-style programs.
  NABE Journal, 26, 20-25.

While it may seem obvious that evaluation data should be used for something, many times they are only used to write reports to send to some administrator somewhere. Evaluation information can exist very helpful in further designing the program to meliorate run into the needs of students. If in that location are multiple measures used, as suggested above, then these data can provide a rich storehouse of information for making instructional decisions inside and across grade levels to amend clear the program. Survey, interview and observational data with teachers tin can be used to determine how well the plan is implemented, what strengths and weaknesses teachers accept, and what boosted preparation is necessary. It should now be credible that any data are nerveless can and should be used to enhance educatee performance, plan evolution and teacher grooming.

Decisions virtually Measurement Instruments

Experts recommend using multiple measures equally part of an constructive assessment and evaluation plan. There are iv important qualities of effective assessment in two-way and developmental bilingual programs (Cloud, Genesee, & Hamayan, 2000):

• Assessments are linked to instructional activities and objectives
• Assessments are accurate
• Assessments optimize student operation
• Assessments are developmentally appropriate

National Center for Research on Evaluation, Standards and Student Testing
suggests that a strategy to design and implement assessments should meet three criteria:

• Pb to coherent, sustained learning
• Support a spiral course of teaching, each enhancing and linking what has come before
• Direct students to knowledge and skills that can be transferred or applied to new or unforeseen situations

The near common evaluation instruments are standardized tests, which measure student accomplishment in reading, language arts, and content areas (social studies, science, math). On standardized tests, the test items are developed by specialists, and norms are provided to help interpret examination scores. The validity of standardized tests for ELL and other students can be enhanced with appropriate accommodations (run into Abedi, 2001). These tests provide data that tin be used to compare achievement across dissimilar pupil groups (due east.g., TWI vs. non-TWI; DB vs. SEI), different sites, fifty-fifty different states.

More recent assessments at the state levels tend to be criterion-referenced tests (see Section v for data about norm- and criterion-referenced tests) that assess whether students have met the reading and content area requirements that the state has established. While it is possible to make some comparisons across pupil groups or school sites within a particular land, these measures cannot be used to compare the achievement of students in TWI or DB programs in i state to achievement of TWI/DB students in another state. One reason is that the measures are very unlike and another reason is that the expectations on which the assessments are based may differ (i.eastward., it may be easier in some states than in other states to come across course-level expectations).

Besides achievement tests, a diversity of measures are available that provide data on unlike aspects of student operation, learning, and attitudes in both languages; also parent and teacher understanding of and attitudes toward the TWI or DB program:

• Teacher-made tests
• Rubrics, rating scales that measure student ability or behavior
• Instructor observations
• Portfolios of student work
• Collective group work
• Questionnaires/surveys

You lot might also want to consider accurate assessment. According to Jonathan Mueller, authentic assessment refers to a "grade of assessment in which students
are asked to perform existent-world tasks that demonstrate meaningful application of essential knowledge and skills." Information technology includes diverse forms of assessment used to understand student learning, accomplishment, motivation, and attitudes, including:

• Oral interviews
• Story or text retelling
• Writing samples
• Projects/exhibitions
• Experiments/demonstrations
• Teacher observations
• Portfolios

Portfolio cess, which is a class of authentic assessment, can be defined as the "systematic, longitudinal drove of student piece of work created in response to specific, known instructional objectives and evaluated in relation to the same criteria" (National Capital Language Resource Eye).

Portfolios are advantageous in two-way and bilingual programs because they can
be used to document student progress over time in 2 languages. Carefully designed portfolios provide additional information to monitor educatee progress and to diagnose item student concerns. They too provide teachers with good samples of piece of work and growth to bear witness parents at parent-teacher conferences.

Essential elements of portfolios include:

• Samples of student work (e.k., writing samples, sound or video tapes, math or science issues, reports, experiments)
• Student self-assessment (e.g., pupil self reflection on content or selection of work for portfolio)
• Clearly stated criteria (criteria & standards for grading educatee work).

In some school districts, two-style programs accept employed language development portfolios that include diverse measures of students' oral and written language over the class of the elementary grade levels. These portfolios included annual measures of:

• Teacher ratings of students' oral proficiency in each language
• Written language samples in both languages
• Reading logs
• Parent survey on use of library & literacy sources at home
• Pupil surveys of literacy and attitudes

These portfolios provided an excellent source of information to document students' progress in developing language and literacy skills in the two languages. Be careful—too much documentation tin be overwhelming (e.g., having teachers rate pupil writing samples 4 times a year may be too time consuming, though twice a year is manageable).

PORTFOLIO Resources:

• Centre for Applied Linguistics (CAL)
• Books on assessment and assessment pattern
• Portfolio Cess in the Strange Language Classroom, National Majuscule Language Resources Center and Center for Practical Linguistics
• Center for Avant-garde Research on Language Acquisition (CARLA)
• O'Malley, J.One thousand, and Valdez Pierce, L. (1996). Accurate assessment for English language language learners: Practical approaches for teachers. New York: Addison-Wesley.

Locating and Gathering Data

Having identified the kinds of data, the side by side step is to determine whether the data already exist and can be readily retrieved, whether they exist in paper form and need to be transferred to an electronic database, or whether new kinds of instruments need to be obtained or developed.

Many kinds of data might exist readily obtained from your district assessment office, then you should check with them to see about this (run across Department 4—Setting up Your Database for more than information).

ORAL Linguistic communication PROFICIENCY

one. Individualized Testing

Many individualized tests are bachelor to measure students' oral proficiency. Examples include:

• Pupil Oral Proficiency Assessment (SOPA) and Early Linguistic communication Listening
  and Oral Proficiency Assessment (ELLOPA) are language proficiency assessment instruments designed to allow young students to demonstrate their highest level of operation in oral fluency, grammar, vocabulary, and listening comprehension.
• Imitation Oral Proficiency Interview (SOPI) is a performance-based, record-mediated speaking test. SOPIs are currently available in Arabic, Chinese, French, German, Hausa, Hebrew, Indonesian, Japanese, Portuguese, Russian, and Spanish, and are intended for boyish or adult learners of foreign languages.
• Woodcock Language Proficiency Battery—Revised (English and Spanish versions): assesses oral language skills in learners of any age.
• IDEA Proficiency Test (IPT): English language & Spanish in young students
• Language Assessment Scales (LAS): English & Castilian in young students.
• Minnesota Language Proficiency Assessments (MLPA): Spanish, French, High german (assesses inside range of Intermediate level on ACTFL) secondary-level students

Resources for further information:

• Center for Applied Linguistics (CAL)
• Center for Advanced Research on Language Acquisition (CARLA)
• Directory of K-12 Strange Linguistic communication Assessment Instruments and Resources, Middle for Applied Linguistics

2. Ratings & Rubrics

Many ratings and rubrics have been developed to assess students' oral proficiency. Most of these tin be used in whatsoever language, including adaptations to exceptionally taught languages. To increase reliability, teachers or other raters should be trained in their employ of these measures:

• Student Oral Language Observation Matrix (SOLOM): 5 categories (Listening comprehension, Fluency, Grammer, Vocabulary, Pronunciation). Scale ranges from 1-5 for each category.
• Stanford Strange Language Oral Skills Matrix (FLOSEM): based on SOLOM, with same five categories. Scale ranges from 1-6 for each category. [Rubrics are more than objective & positive than SOLOM.] The FLOSEM is available for download here.
• ACTFL Proficiency Guidelines define 4 levels of proficiency (Novice, Intermediate, Advanced, Superior). These were adult for assessing secondary-level foreign language students.

Oral Proficiency Resources:

• Center for Applied Linguistics (CAL)
• Middle for Advanced Research on Language Acquisition (CARLA)
• Fairfax Canton Public Schools – PALS: Performance Assessment for Linguistic communication Students (lots of rubrics for different tasks)
• O'Malley, J.M, and Valdez Pierce, L. (1996). Authentic assessment for English language learners: Practical approaches for teachers. New York: Addison-Wesley.

ATTITUDINAL DATA

Collecting attitudinal data can be very helpful in providing information nigh the program.

• Students — ratings of academic competence, satisfaction with program and school/classroom climate, motivation, cantankerous-cultural attitudes, language utilise outside of school.
• Teachers/Administrators/Staff — satisfaction with programme (assessment of bug), attitudes toward program and other staff, level of and additional needs for grooming.
• Parents — satisfaction with program (assessment of problems), frequency of literacy activities in abode, training needs, use of target language in habitation, participation in cultural activities.
• Some sample questionnaires for students, teachers/staff, and parents are available for download here.

Collecting Data on Program Implementation

In Section 1, we recommended preparing an Evaluation Notebook that would,
among other things, draw the plan design and selected instructional strategies. In Section ii, we looked at some examples of implementation questions and goals that a program might want to investigate. The evaluation process tin assistance ensure that the program actually operates in the way it was described and in the fashion program staff agreed upon. Implementation data can be collected in a variety of formats—classroom observation protocols to document the utilise of immersion or bilingual strategies, notes from teacher interviews and focus groups, surveys of teachers regarding their practices and their perceptions of how effective the implementation is.

Implementation information can play an important part in interpreting your outcomes. If outcomes were not as proficient as expected, and the program was not consistently implemented, you have articulate implications for change and possibly professional development every bit well. If the program was consistently implemented equally planned, and the outcomes were still not as proficient as expected, you might need to rethink the blueprint of your program. Implementation information is a key element in a comprehensive program evaluation.

A good tool for examining the quality of your implementation is the Guiding Principles for Dual Language Education, as mentioned in Section 1.

Why Develop a Timeline?

A timeline is helpful so that y'all can visualize what data demand to be collected at what time periods. You lot don't want to be collecting data at acme times that other things are going on or when students are a niggling overwhelmed with the beginning or ending of school. Some time periods you may desire to avoid:

• The last couple weeks of school, holidays, simply before or after a vacation
• Peak piece of work times for staff: written report cards, parent/teacher conferences
• Field trips

Later filling in your timeline, yous may run across that you lot demand to make some adjustments
in what data you tin can collect or when yous should collect it.

SUGGESTIONS & EXAMPLES: Developing Your Own Information
Collection Plan & Timeline

This is a much easier task than you might think, especially if you run into an example, so check out the instance below, and then develop your ain. Put this data in your Evaluation Notebook.

• View/download a template for your program'southward information collection plan and timeline in PDF or Discussion
• View/download an example of a program's data collection plan and timeline
  in PDF or Word

Go to peak of page

Next: How to Fix Data

barajasounly1936.blogspot.com

Source: https://cal.org/twi/EvalToolkit/3what2collect.htm

Share this post