Standard Three

Standard Four ~ Assessment

click here to see evidence of my professionalism

Click on any of the following to see artifacts that demonstrate how I meet this standard:

list of assessment mechanisms I am familiar with

sample rubric for grading in-class writing test

sample rubric for grading students' writing portfolios

sample cloze test to follow reading

journal reflecting on my assessment practices

coursework from my MA

resume

"Candidates understand issues of assessment and use standards-based assessment measures with ESOL students." --- (TESOL, 2000)

Issues of Assessment for ESL

"Candidates understand various issues of assessment (e.g. cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement test of overall mastery), as they affect ESOL student learning."--- (TESOL, 2000)

Language Proficiency Assessment

"Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for the identification, placement, and demonstration of language growth of ESOL students." --- (TESOL, 2000)

Classroom-Based Assessment for ESL

"Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction." --- (TESOL, 2000)

note:

These standards were copywritten by Teachers of English to Speakers of Other Languages, Inc. (TESOL) in 2002.