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TSL 565 Topic 5 Benchmark Assessment Plan GCU
English language teachers are often tasked with creating assessment
plans based on student language proficiency. Teachers assimilate various forms
of assessment data to inform their design.
For this benchmark, you will develop an assessment plan
for three ELLs or bilingual/dual language learners based on their Student Oral
Language Observation Matrix (SOLOM) results, BICS and CALP Checklist, and other
information.
Part
1: Field Experience D
Allocate at least 4 hours to complete this field
experience.
Work with your mentor teacher or administrator to select
three ELLs or bilingual/dual language learners at varying English language
proficiency levels to work with at the school where you are completing your
field experience. You may include students whom you have worked with in
previous assignments.
Discuss the ELP assessment results and summative
assessment data for the three ELL or bilingual/dual language learners with your
mentor teacher. Be sure to specify the English language proficiency levels of
your students.
Assess the oral language proficiency of each student with
the SOLOM. You should also assess their social and academic language by
observing each student during normal instruction and administering the BICS and
CALP Checklist from Appendix B of your textbook. Be sure to keep your field
notes.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Part
2: Assessment Plan
Create an assessment plan for each student for the
semester. Your assessment plans should be described within a 1,250-1,500 word
essay that includes the following:
- An anonymous profile of each student that includes a brief
description of the program or material to be studied that semester along
with relevant information such as grade, English language proficiency
assessment results, Home Language Survey results, and any other pertinent
information;
- Your SOLOM results for each student with a comment regarding how
these results compare to the assessment accommodations already in place
for each student;
- An analysis of your findings from the BICS and CALP Checklist for
each student with a comment regarding how these results compare to your
observations and other summative assessment data;
- Specific examples of your recommended assessment accommodations to
be utilized for each student throughout the semester. Include an analysis
of how all of the assessment data that you looked at informed your
assessment plan.
- An analysis of the advantages and limitations of the
assessment accommodations that have been recommended as well as the
different types of assessment accommodations that have been utilized for
each student.
Include at least five scholarly sources to support your
decisions.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Submit the
Clinical Field Experience Verification Form with the last assignment by the
assignment due date. Directions for submitting can be found on the College of
Education site in the Student Success Center.
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