Assessing English Language Proficiency A Training Module

1
Assessing English Language ProficiencyA Training
Module

• PUBLISHED AS PART OF THE LEP STUDENT SUCCESS
  INITIATIVE GRANT
• Department of P-16 Initiatives
• Texas Education Agency
• In collaboration with
• The Institute for Second Language Achievement
  (ISLA)
• Texas AM University Corpus Christi
• and
• JoAnn Canales, Ph.D.
• Professor, Texas AM University Corpus Christi

2
Workshop Focus

• Review Assessment Standard and Competency for
  Becoming an ESL Certified Teacher in Texas
• English as a Second Language (ESL) Standards
  (Standard VI)
• TExES Texas Examinations of Educator Standards
  (Competency 007)
• Define Language and Language Proficiency
• Examine Requirements
• State Requirements
• LPAC Language Proficiency Assessment Committee
• HLS - Home Language Survey
• OLPT - Oral Language Proficiency Test
• NRT - Norm Referenced Test
• Federal (NCLB) Requirements - TELPAS Texas
  English Language Proficiency Assessment System
• TOP Texas Observation Protocols
• RPTE Reading Proficiency Tests in English

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BECOMING AN ESL CERTIFIED TEACHER IN TEXAS

• Assessment is addressed by Standard VI
• of the English as a
• Second Language (ESL) Standards

http//www.sbec.state.tx.us/SBECOnline/standtest /
standards/allesl.pdf
4
BECOMING AN ESL CERTIFIED TEACHER IN TEXAS

• Assessment is also Competency 007
• on the TExES for ESL Certification

http//www.texes.nesinc.com/prepmanuals/PDFs/ TExE
S_fld154_prepmanual.pdf
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How English Proficient Are you?

• To FAT32
• You can use the FAT32 conversion tool to easily
  convert your hard disk to the FAT32 file system.
  However, before you convert file systems, you
  should read the following information carefully
• If you didnt make a Windows 98 Startup Disk,
  before you convert to FAT32, you should create
  one by following the steps in the Using the
  Startup Disk section earlier in this chapter.
• You shouldnt convert any drives on which you
  also want to run an operating system that doesnt
  support FAT32. Also, if youre running Windows
  98 and another operating system in a dual-boot
  environment, converting your primary disk drive
  to FAT32 may cause the other operating system to
  be unusable. This is true even if the other
  operating system is installed on a different
  drive.
• If anti-virus software is running, it may detect
  the request to update the partition table and
  book record and prompt you to allow the updates.
  If this occurs, instruct the anti-virus software
  to allow the updates.
• Once you convert to FAT32, you cant compress
  stored information or convert back to FAT16
  unless you use a third-party partition management
  utility designed for that purpose.

6
Language and Language Proficiency Defined

• Linguistic Structures
• Graphophonemics
• Lexicon
• Morphology
• Semantics
• Communication Skills

7
Language and Language Proficiency Defined
(Continued)

• Sociolinguistic Variables
• Social domains
• Registers
• Dialect
• Knowledge of the language

8
Stages of Language Learning
9
More Than Meets the Eye!

• Appearances
• Dialect
• Foods

• and
• Customs
• Religious beliefs
• Values
• Grandmothers stories
• Interpersonal
• dynamics

10
Texas Education Agency Requirements

• HLS - Home Language Survey
• OLPT - Oral Language Proficiency
• Test
• NRT - Norm Referenced Test
• LPAC Language Proficiency
• Assessment Committee

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Home Language Survey

• Administered, only once, at time of enrollment
• Sample survey questions
• What language is spoken in your home most of the
  time?"
• What language does your child (do you) speak most
  of the time?"

12
Oral Language Proficiency Test

• Examples IDEA, LAS
• Example of Linguistic Structures Measured by the
  LAS

13
Norm Referenced Test

• Examples
• CTBS Comprehensive Test of Basic Skills
• SAT Stanford Achievement Test
• CAT California Achievement Test
• Bilingual or ESL Program Placement Criteria
• Score below the 40th percentile or
• Unable to take the test due to limited English
  proficiency
• Issues with SATs
• Assess reading skills, not writing
• Challenging for students with
• Poor reading skills
• Learning disabilities
• Limited attention span

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Texas Education AgencyRequirements

• LPAC Language Proficiency
• Assessment Committee
• Role
• Composition
• Some Decision Making Points
• Documentation

http//www.tea.state.tx.us/student.assessment/ res
ources/guides/lpac/index.html
15
Federal (NCLB) Requirements

• TELPAS Texas English Language Proficiency
  Assessment System
• http//www.tea.state.tx.us/student.assessment/telp
  as
• /telpas_guide.pdf
• Meets NCLB federal requirements
• Assesses ELLs in Listening, Speaking, Reading,
  Writing
• Parent brochure available
• http//www.tea.state.tx.us/student.assessment/reso
  urces
• /guides/parent_csr/telpas.html
• Uses 4 proficiency ratings Beginning,
  Intermediate, Advanced, and Advanced High
• Has two parts
• TOP (Texas Observation Protocols) Grades K-12
• RPTE (Reading proficiency Tests in English)
  Grades 3-12

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TOP Texas Observation Protocols (READING -
Grades K 2)

• Reading (K-2) Formative assessment, using grade
  level rubrics found in the TOP Rater Manual,
  based on the following types of activities
• Paired reading
• Sing-alongs and read-a-longs, including chants
  and poems
• Shared reading with big books, etc.
• Guided reading with leveled readers/texts
• Reading subject-area texts and related materials
• Independent reading
• Literature circles
• Cooperative group work
• Reading response journals
• Sustained silent reading

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TOP Proficiency Level Descriptors Grades K-1
Reading
http//www.tea.state.tx.us/student.assessment/admi
n/rpte /Descriptors_06.pdf
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TOP Proficiency Level Descriptors Grade 2 Reading
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RPTE Reading Proficiency Tests in English
http//www.tea.state.tx.us/student.assessment/teac
hers.html

• Grades 3 12
• Designed especially for ELLs
• Variety of reading selections and questions
• Span range of English reading ability
• Different RPTE test for grade groups (3, 4-5,
  6-8,
• 9-12)
• http//www.tea.state.tx.us/student.assessment/reso
  urces/release/rpte/index.html

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RPTE Reading Proficiency Tests in
EnglishEXEMPTIONS

• ELL students in special education may be exempted
  by ARD Committee
• 2nd semester non-English speaking immigrants may
  be exempted by LPAC
• ELLs with parental denials may not be exempted

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TOP Texas Observation Protocols (WRITING --
Grades K 12)

• Writing (K-12) Formative assessment, using
  grade level rubrics found in the TOP Rater
  Manual, of 3-5 writing samples, including
  academic and non-academic work, taken at time of
  rating. Examples of writing taken from TEA
  website may include
• Journal writing for personal reflections
• Shared writing and language experience dictation
• Organization of thoughts and ideas through
  prewriting strategies
• Writing assignments in various subject areas
• Publishing and presenting
• Labeling pictures, objects, and items from
  projects
• Cooperative group work
• Learning logs for content-area concept attainment
• First drafts
• Revising and editing skill application
• http//www.tea.state.tx.us/student.assessment/telp
  as
• /telpas_prompts.pdf

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TOP Proficiency Level Descriptors Grades K-1
Writing
http//www.tea.state.tx.us/student.assessment/admi
n/rpte/Descriptors_06.pdf
23
TOP Proficiency Level Descriptors Grades 2-12
Writing
24
Grade 4 Writing Example
25
Grade 8 Writing Example
26
GRADE 4 Writing Example (High Level)
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Other ideas for assessing writing

• Develop essay questions from text material
  covered.
• Be directive, e.g., compare, critique, define,
  etc.
• Allow students adequate time for a full response.

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Content Area Examples Science

• Science Example 1 (6th 8th grade)
• Scientists tell us that there are hundreds of
  asteroids that could collide with the earth
  anytime. One such asteroid did in fact collide
  with the earth millions of years ago during the
  time of the dinosaurs. Describe where you think
  this asteroid might have hit the earth and what
  kinds of physical changes took place afterwards.
  
• Imagine that you have just heard on the news that
  an asteroid is going to hit the earth in a few
  days. Describe ways that scientists will try and
  keep the asteroid from hitting the earth. How
  will people react and what will you do?
• Science Example 2 (9th-12th grade)
• You are given two test tubes, one labeled Protein
  Q, the other labeled Protein Z. How could you
  tell if these tubes really contained different
  proteins? Outline the experimental procedure you
  would follow.

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Content Area Examples Social Studies

• Social Studies Example 1 (6th 8th grade)
• Step back into time to the 1600s. You are a
  woman with lots of intelligence, lots of ideas
  and lots to offer the world. Write an entry in
  your diary explaining your frustration because
  you are about to get married to a man you dont
  even know. Your marriage has been arranged by
  your parents and you have no choice but to marry
  this man. He is quite a bit older than you. You
  are much more interested in using your
  intelligence and education for something. Write
  in your diary about what you want to do, and why
  your society probably wont let you.
• Social Studies Example 2 (9th 12th grade)
• An important function of the United Nations is to
  help settle disputes between nations. Describe
  how one dispute was handled successfully, point
  out how the settlement illustrates a general
  strength of the United Nations. Describe also
  how one dispute was handled unsuccessfully,
  pointing out how this illustrates a general
  weakness of the United Nations.

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Social Studies Example 3 (9th 12th grade)
Describe the characteristics of the party
system in the U.S. illustrated in the cartoon
below.
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Content Area Examples Language Arts

• Language Arts Example 1 (6th 8th grade)
• The main character in this story is an eighth
  grade girl who overhears her teachers arguing
  about her. She is a straight A student and seems
  to do well in class. Describe what you think the
  teachers are discussing and what it might have to
  do with the green and gold Scholarship Jacket.
• Language Arts Example 2 (9th 12 grade)
• Use a picture or a cartoon and ask students to
  create a story depicting what they see.

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USING PICTURES AS A STIMULUS
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Content Area Examples Math

• Grouping Assign students to groups of 2
• Materials
• 2 sheets of paper
• 1 pencil
• 2 patterns per group
• Directions
• Each of you has a pattern that you are going to
  ask your partner to draw. BE SURE that your
  partner does not/cannot see the pattern. Sit
  back to back and take turns describing your
  particular pattern to your partner. Be sure to
  call each shape by its name, e.g., Draw a
  triangle in the upper right hand corner. Be
  specific and remember to use the terms we have
  learned in math class. Each of you has 10
  minutes to describe your pattern to your partner.
• Scoring Use the TOP rubrics for listening and
  speaking

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TOP Texas Observation Protocols (LISTENING --
Grades K 12)

• Listening (K-12) Assess formatively, using a
  rubric, during informal and formal academic
  tasks. A rubric is provided on p. 23 of the TOP
  Rater Manual found on the TEA website. Examples
  of activities provided on the TEA website
  include
• Reacting to oral presentations
• Responding to text read aloud
• Following directions
• Cooperative group work
• Informal, social discourse with peers
• Large-group and small group interactions in
  academic settings
• One-on-One Interviews
• Individual student conferences

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TOP Proficiency Level Descriptors Grade K-12
Listening
http//www.tea.state.tx.us/student.assessment/admi
n/rpte/Descriptors_06.pdf
36
TOP Texas Observation Protocols (SPEAKING --
Grades K 12)

• Speaking (K-12) -- Assess formatively, using a
  rubric, during informal and formal academic
  tasks. A rubric is provided on p. 24 of the TOP
  Rater Manual found on the TEA website. Examples
  of activities provided on the TEA website
  include
• Cooperative group work
• Oral presentations
• Informal, social discourse with peers
• Large-group and small group interactions in
  academic settings
• One-on-One Interviews
• Classroom discussions
• Articulation of problem-solving strategies
  
• Individual Student Conferences

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TOP PROFICIENCY Level Descriptions Grades K-12
Speaking
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FORM for Documenting Listening and Speaking
Activities
39
FORM for Documenting Reading and Writing
Activities
40
FORM for Capturing Proficiency in Communications
Skills
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More To Assessing Language Proficiency Than Meets
the Eye!

• HLS
• OLPT
• NRT

• versus
• Reading Rubrics
• Writing Rubrics
• Speaking Rubrics
• Listening Rubrics
• Reading Proficiency Test

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One-shot Snapshots May not Capture True
Capabilities
43
Recommending a Student for Exit? Ask yourself .
. .

• Does the oral language proficiency test used by
  your school district measure, not only the kind
  of language needed in your class, but also that
  which will be needed at the next higher grade
  level?
• Has the student sufficiently mastered the basic
  language skills that will prepare him/her to deal
  successfully with the shifting emphasis of
  language skills at the next level of schooling?
• Are you familiar with the textbooks that the
  student will be expected to use during the next
  school year? Are you sure s/he can handle both
  the language and content demands of these books
  with a minimum of help?
• Have you challenged the student in terms of
  vocabulary development, a variety of thinking and
  problem solving skills, and on a wide range of
  topics?

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Recommending a Student for Exit? Ask yourself .
. . (Continued)

• How is the students reading rate in English?
  How is his/her comprehension, not only of
  materials in the reading text, but in the
  content-area materials as well?
• What are the students scores in language arts
  and reading on the most recently-administered
  achievement test? Are his/her scores at least as
  high as the average student in the school (i.e.,
  the students scores compare favorably with the
  school or district expectations?
• Has the student mastered the district standards
  in math, science, and social studies? Is the
  progress that s/he has made toward achieving the
  content standards what you would expect compared
  to other students in the same grade?
• How high is the students anxiety level in your
  class? Is school stressful for the student or is
  s/he self confident and able to handle
  frustration or failure?
• Adapted from B. Mace-Matluck, Southwest
  Educational Development Laboratory (SEDL)

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Getting Started

• Identify a cross section of grade representatives
  and select a chief worrier
• Access all of the available resources from the
  TEA and ISLA websites
• Determine the assessment activities to be used
  campus wide
• Organize the assessments in a notebook to be
  disseminated to every classroom teacher
• Schedule reliability training to ensure that
  everyone is utilizing the rubrics in similar
  fashion use student work samples including
  voice recordings for this training
• Develop a district-wide consistent record keeping
  system.

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Reasons Why the English Language is Hard to Learn

• 1. The bandage was wound around the wound.
• 2. The farm was used to produce produce.
• 3. The dump was so full that it had to refuse
  more
• refuse.
• 4. We must polish the Polish furniture.
• 5. He could lead if he would get the lead out.
• 6. The soldier decided to desert his dessert in
  the
• desert.
• 7. Since there is no time like the present, he
• thought it was time to present the present.
• 8. A bass was painted on the head of the bass
• drum.
• 9. When shot at, the dove dove into the bushes.
• 10. I did not object to the object.
•  

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Reasons Why the English Language is Hard to Learn
(Continued)

• 11. The insurance was invalid for the invalid.
• 12. There was a row among the oarsmen about
• how to row.
• 13. They were too close to the door to close it.
• 14. The buck does funny things when the does are
• present.
• 15. A seamstress and a sewer fell down into a
• sewer line.
• 16. To help with planting, the farmer taught his
• sow to sow.
• 17. The wind was too strong to wind the sail.
• 18. After a number of injections, my jaw got
• number.
• 19. Upon seeing the tear in the painting, I shed
  a
• tear.
• 20. I had to subject the subject to a series of
  tests.
• 21. How can I intimate this to my most intimate
• friend?

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Reasons Why the English Language is Hard to Learn
(Continued)

• Let's face it - English is a crazy language.
  There is no egg in eggplant nor ham in hamburger
  neither apple nor pine in pineapple. English
  muffins weren't invented in England or French
  fries in France. Sweetmeats are candies while
  sweetbreads, which aren't sweet, are meat. We
  take English for granted. But if we explore its
  paradoxes, we find that quicksand can work
  slowly, boxing rings are square and a guinea pig
  is neither from Guinea nor is it a pig. And why
  is it that writers write but fingers don't fing,
  grocers don't groce and hammers don't ham?
• If the plural of tooth is teeth, why isn't the
  plural of booth beeth? One goose, 2 geese. So one
  moose, 2 meese? One index, 2 indices?
• Doesn't it seem crazy that you can make amends
  but not one amend, that you comb through annals
  of history but not a single annal?
• If you have a bunch of odds and ends and get rid
  of all but one of them, what do you call it? If
  teachers taught, why didn't preachers praught?

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Reasons Why the English Language is Hard to Learn
(Continued)

• If a vegetarian eats vegetables, what does a
  humanitarian eat?
• In what language do people recite at a play and
  play at a recital? Ship by truck and send cargo
  by ship? Have noses that run and feet that smell?
  How can a slim chance and a fat chance be the
  same, while a wise man and a wise guy are
  opposites?
• Have you noticed that we talk about certain
  things only when they are absent? Have you ever
  seen a horseful carriage or a strapful gown? Met
  a sung hero or experienced requited love? Have
  you ever run into someone who was combobulated,
  gruntled, ruly or peccable? And where are all
  those people who are spring chickens or who would
  actually hurt a fly?
• You have to marvel at the unique lunacy of a
  language in which your house can burn up as it
  burns down, in which you fill in a form by
  filling it out, and in which an alarm goes off by
  going on.
• English was invented by people, not computers,
  and it reflects the creativity of the human race
  (which, of course, isn't a race at all). That is
  why, when the stars are out, they are visible,
  but when the lights are out, they are invisible.
  And why, when I wind up my watch, I start it, but
  when I wind up this essay, I end it?

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Sample TExES Item

• A fifth-grade student arrived from his home
  country, El Salvador, last year with no prior
  formal education. He is now in his second year
  in a Texas school and is receiving bilingual and
  ESL services. He is still at the beginning
  stages of Spanish literacy development, English
  language development, and academic development.
• What would be the state policy with regard to the
  assessment of academic skills in this students
  case?
• The language proficiency assessment committee
  (LPAC) may recommend that the assessment of
  English language skills be waived however, an
  assessment of academic skills must be
  administered in either English or Spanish.
• Since he is enrolled in the bilingual program,
  assessment of academic skills must be
  administered in either English or Spanish.
• The LPAC may determine that neither English nor
  Spanish proficiency tests would be an appropriate
  measure for school accountability.
• Since he is now in his second year of enrollment
  in a U.s. school, the school must administer an
  assessment of academic skills in English.

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Sample TExES Item

• A middle school ESL teacher is working with a
  group of ESL students whose English-language
  abilities vary. Which of the following would be
  the most appropriate strategy for evaluating the
  progress of students who are at different
  proficiency levels in English.
• Using multiple measures, such as observations,
  test scores, and samples of daily work
• Selecting language achievement tests that have
  been normed on a similar student population.
• Establishing a grading curve and distributing
  students test results along the curve
• Assessing students only in those areas of English
  in which they have achieved competence.

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RESOURCES

• Canales, J. (Fall, 1988). Assessment of
  language proficiency Informing policy and
  practice. Position paper prepared for Southwest
  Educational Development Laboratory (SEDL) to
  assist state education agencies in defining
  language assessment policy and practices.
• Canales, J. (1993) Innovative assessment in
  traditional settings. The power of two
  languages Literacy biliteracy for Spanish
  speaking students. New York MacMillan-McGraw
  Hill Publishing Company, pp. 132-142.
• Canales, J. (1994) Linking language assessment
  to classroom practices. TABE Compendium. San
  Antonio, Texas Texas Association for Bilingual
  Education, Fall, pp. 59-73.
• Peregoy, S.F. Boyle, O.B. (1997). Reading,
  writing, and learning in ESL A resource book
  for K-8 teachers (3rd ed.). White Plains, New
  York Longman Publishing Group.
• Websites

http//www.sbec.state.tx.us http//www.tea.state.
tx.us