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Formative Assessments

Formative Assessments

The purpose of the Formative Assessments section:

This section contains resources to guide educators in creating and implementing formative language assessments. In addition to annual language proficiency assessments, it is important that educators assess and monitor the language progress of their students over the course of a school year. Resources provided are tools that educators may use to develop their own formative language assessments aligned to their programming, purpose, and context.

WIDA Resources:

RESOURCE NAME: WIDA Speaking and Writing Interpretive Rubrics

Suggestion for use: The WIDA Speaking and Writing Interpretive Rubrics are analytic scales that help educators understand what students’ speaking and writing sounds and looks like at various levels of English language proficiency. Educators may use these rubrics for three primary purposes:

  • Understanding ACCESS for ELLs 2.0 Speaking and Writing scores
  • Analyzing student speaking and writing samples
  • Interpreting common speaking and writing tasks

Citation:

Board of Regents of the University of Wisconsin System. (2017). WIDA Speaking and Writing Interpretive Rubrics (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: Performance Definitions for Listening and Reading
screenshot of WIDA Performance Definitions for Listening and Reading, page 6. https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf
Suggestion for use: The WIDA Performance Definitions for Listening and Reading, found on page 6, support educators in identifying what English learners should be able to process through reading and/or listening toward the end of each given level of English proficiency. May be used for formative assessment, goal setting, and unit and lesson planning (also found in the CELP/WIDA Basics section).

Citation:

Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: Performance Definitions for Speaking and Writing

WIDA Performance Definitions for Speaking and Writing, page 7. https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf

Suggestion for use:

The WIDA Performance Definitions for Speaking and Writing, found on page 7, support educators in identifying what English learners should be able to produce through speaking and/or writing toward the end of each given level of English proficiency. May be used for formative assessment, goal setting, and unit and lesson planning (also found in the CELP/WIDA Basics section).

Citation:

Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.


Supplemental Resources:

RESOURCE NAME: Unpacking Academic Language Chart

Unpacking Academic Language Chart, page 106. http://www.doe.mass.edu/ell/curriculum/ResourceGuide.pdf

Suggestion for use: This graphic organizer, taken from page 106, may be used as a tool to guide educators through determining the language demands of their content instruction. Once the language demands of a particular topic, text, assignment, etc. are defined, educators can use this tool to create instructional goals and to assess whether or not students are meeting the intended language goals.

Citation:

Massachusetts Department of Elementary and Secondary Education. (2016) Next Generation ESL Project: Curriculum Resource Guide (Publication). Massachusetts Department of Elementary and Secondary Education.

RESOURCE NAME: Focusing Formative Assessment on the Needs of English Language Learners

Suggestion for Use: This article examines how formative assessment can enhance the teaching and learning of English learners. It highlights the opportunities and challenges inherent in integrating formative assessment into instruction for English learners. (Adapted from Alvarez, Ananda, Walqui, Sato, & Rabinowitz, 2014)

Citation:

Alvarez, L., Ananda, S., Walqui, A., Sato, E., & Rabinowitz, S. (2014). Focusing formative assessment on the needs of English language learners. San Francisco: WestEd.