10/3/2015esl conference: kananaskis 1 it don’t mean a thing if it ain’t got that swing
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04/19/23ESL Conference: Kananaskis 1
It Don’t Mean a Thing If It Ain’t Got that Swing
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33% of 4th graders are performing at or above
Proficient Level in Reading
(NAEP 2007 Reading Results)
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Today’s Situation
Why Standardized Tests Don’t Get Good Data
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First Tier of Problems
50% of students have to fail.
Tests don’t reveal whether the student knows the material or not.
They’re biased Linguistically culturally
They have arbitrary cut- scores
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More Problems
They happen in a vacuum No teachable moments Stupid questions Testing companies make mistakes They’re one-shot deals
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Even Worse!
Ideologically driven rather than educationally
They focus on a few easy to measure items to the detriment of other measures, accountability and important things to learn
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Even Worse!
They lack predictive value They don’t measure the most
important things in life – compassion, creativity
They define children as winners and losers
Too narrow
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Worse Still!
They take the decision making out of the hands of those who can make the
most difference
Even Worse Still!
Money spent diverts money from things that contribute directly to learning.
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Alberta
Spends $12 million dollar per year on the Provincial Achievement testing (grades 3, 6, 9, and 12) as compared to $4 million per year on curriculum
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Ontario
Spends between $50 and $59 million per year on testing (although Ontario shaved $5.2 million off their budget by eliminating one test)
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Worst of All:
They’re taking the focus off what we’re trying to do. With the known consequences of testing, we aren’t preparing students for what we need in the future: critical thinkers, problem solvers, and effective communicators.
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Nifty Ways to Improve Test Scores
Put all ESL in Special Ed Merge schools so that baseline changes Put all “dumb” kids in one class Lower cut-off scores Suspend kids so scores won’t factor in Encourage low-scoring kids to drop out Cheat
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Goals and Objectives of Assessment
Gather evidence on what a learner can do
Determine individual strengths and needs
Make informed decisions Provide feedback to the learner Describe growth and development Communicate progress to stakeholders
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The Best Assessments
Give students a chance to choose Give them latitude Push them to do their best Have high expectations Show what they CAN do
Looking at Data
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GETTING FROM A TO Z
Using Data
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Level 1a
No functional ability to write
Standard
How it Looks Writing is indecipherable or consists of letter like forms
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Level 1a
No functional ability to write
Standard Learn functionality of print. Learn to copy. Learn set expressionsLabels, LEAPicture books
How it Looks Writing is indecipherable or consists of letter like forms
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Level 1b
Able to communicate minimally with learned material.
Standard Know functions of literacy, alphabet, directionality, spacing. PersonalInformation Writes words andshort sentences.
How it Looks Writes phrases, simple sentences. Few mechanics
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Level 1b
Able to communicate minimally with learned material
Standard Know functions of literacy, alphabet, directionality, spacing. PersonalInformation Writes words andshort sentences.
Memorizeset expressionsLearn ocabularyPractice writing/copyingLEA Frame SentencesEnvironmental Print
How it Looks Writes phrases, simple sentences. Few mechanics
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Level 2
Sufficient control to meet survival needs
Standard Simple writing on concrete and familiar topics, basic vocab., common structures and tenses. Conventional spelling. Punctuation.Organize ideas.
How it Looks Invented spelling. Some cohesion. Some complex sentences. Many errors.
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Level 2
Sufficient control to meet survival needs
Standard Simple writing on concrete and familiar topics, basic vocab., common structures and tenses. Conventional spelling. Punctuation.Organize ideas.
Read simple textsBuild fluency and understanding Increase vocabulary
How it Looks Invented spelling. Some cohesion. Some complex sentences. Many errors.
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Level 3
Sufficient control to meet limited practical needs
Standard Express complex thoughts. Expanded vocabulary Communicate across the curriculum. Cohesive paragraphs. Varied sentence structure.
How it Looks Good control of grammar. Multi- paragraphs. Wide range of vocabulary. Frequent errors.
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Level 3
Sufficient control to meet limited practical needs
Standard Express complex thoughts. Expanded vocabulary Communicate across the curriculum. Cohesive paragraphs. Varied sentence structure.
Familiar topicsGuided readingSentence combiningDictationGuided writing Reading beyond the classroom
How it Looks Good control of grammar. Multi- paragraphs. Wide range of vocabulary. Frequent errors.
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Level 4 Sufficient control to meet most needs and academic demands
Standard Complex sentences/ complex thoughtsControl overgrammar. Write independently for academic purposes.Multiple paragraphs.Effective organization
How it Looks Approximates native speakers’ writing. Errors persist but more complex and less easy to fix or unravel.
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Level 4 Sufficient control to meet most needs and academic demands
Standard Complex sentences/ complex thoughtsControl overgrammar. Write independently for academic purposes.Multiple paragraphs.Effective organization
Increase control over structuresIncrease speed in readingIncrease writing and reading vocabulary
How it Looks Approximates native speakers’ writing. Errors persist but more complex and less easy to fix or unravel.
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Level 5
Ability to create with language.
Standard Write with precision.Read at normal rate of speedRead subject matter with comprehension.
How it Looks Writes with a “foreign accent.”Some errors in difficult grammatical structures.
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Level 5 Ability to create with language.
Standard Write with precision.Read at normal rate of speedRead subject matter with comprehension.
Increase control over structuresIncrease speed in reading, increase vocabularyPractice taking accurate notes Extensive reading
How it Looks Writes with a “foreign accent.”Some errors in difficult grammatical structures.
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Level 6
Proficient for professional and college expectations
Standard Write effectively with accuracy.Mastery over syntax. Control. Errors don’t interfere with comprehension
How it Looks Satisfies all requirements of school. Succeeds in all-English medium.
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Don’t sacrifice the creativity
and the fun
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