This course provides K-12 educators with a foundational understanding of assessment practices for English language learners. Participants examine the relationship between instruction and assessment, assessment techniques, progress reporting, content-area testing, and program interventions. Communication principles and the role of parents as related to assessment are also explored.
This graduate course is 4 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Topics and Objectives
Standards, Communication, and Family Involvement
- Describe the process of assessing and identifying the needs of English language learners.
- Identify Teachers of English to Speakers of Other Languages (TESOL) standards that relate to assessment.
- Explain the benefits of performance assessment
- Communicate assessment issues with stakeholders.
- Explain how to involve families in assessment processes.
- Explain why family involvement supports effective assessment.
- Develop a family involvement program aligned to assessment.
Language Acquisition and Content Area Instruction
- Explain the relationship between first and second language proficiency.
- Compare Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
- Explain how language acquisition stages and characteristics influence instruction and assessment.
- Analyze the value of teaching content and language simultaneously.
- Identify the challenges of instruction and assessment within content areas.
- Explain how authentic assessment tools can be used across the curriculum.
- Explain how to incorporate multiple intelligences in assessment.
Reading and Writing
- Describe the developmental stages of the reading and writing processes.
- Analyze how listening and speaking influence reading and writing development.
- Explain current research on effective reading and writing assessments.
- Explain how to use data from language proficiency tests.
Formal and Informal Assessments
- Identify appropriate assessment techniques for placement of English language learners.
- Explain how assessment may influence the underrepresentation of English language learners in gifted programs.
- Analyze the use of performance assessments for determining individual student goals and objectives.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with an Enrollment Representative.
If you have a question contact us at 866-354-1800.