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Summary Chapter 4

This document discusses standards-based assessment and some key issues. It begins by explaining how standards guide curriculum, assessment, and instruction. It then discusses how standards are developed for English language proficiency in different countries and states. It outlines the levels of English language development proficiency from emerging to bridging. Finally, it discusses some potential consequences and ethical issues of standards-based assessment, such as narrowing curriculum or introducing test bias.

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Hoàng Vy
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289 views3 pages

Summary Chapter 4

This document discusses standards-based assessment and some key issues. It begins by explaining how standards guide curriculum, assessment, and instruction. It then discusses how standards are developed for English language proficiency in different countries and states. It outlines the levels of English language development proficiency from emerging to bridging. Finally, it discusses some potential consequences and ethical issues of standards-based assessment, such as narrowing curriculum or introducing test bias.

Uploaded by

Hoàng Vy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Course: ​Classroom-based Assessment GROUP 1

1.​Nguyễn An Khương 1757010132


Instructor:​ Dr. Nguyễn Thị Hồng Thắm
2​.Huỳnh Ngọc Hiền Nhi 1757010177
Class ​on Tuesday Afternoon-Thu Duc Campus 3.​Trần Huỳnh Tiến 1757010252
4.​Lê Thị Thanh Kiều 1757010134
5.​Nay H’Uyên​ 1757010025
6.​Nguyễn Hoàng Thúy Vy 1757010301

SUMMARY CHAPTER
CHAPTER 4: STANDARDS - BASED ASSESSMENT

I. THE ROLE OF STANDARDS IN STANDARDIZED TESTS


​Standards-based assessment: procedures that are specifically designed to test such
competencies.

- The construction makes possible ​a concordance between standardized test


specifications & the goals & objectives.
- Intention:
+ Serve as ​guidelines​ for ​curriculum, assessment,​ and ​instructional design.
+ Enhancing​ the teacher’s knowledge of student achievement and goals.

II. STANDARDS- BASED EDUCATION


- European : CEFR Language Proficiency level A1, A2,B1,B2,C1,C2)
- USA: ESL, ESOL, ELLs, ELD, TESOL
- In 2001, the U.S government entered the setting of standards with the now infamous
No Child With Behind Act.
- ​In 2010, a number of states adopted the same standards for English, math and
science.
- In 2012, the Council of Chief State School Officers provided the ELP development
framework.

III. DESIGNING ENGLISH LANGUAGE STANDARDS:


- This process involves dozens of curriculum and assessment specialists, teachers, and
researchers.
- Some required domains:
+ literally thousands of categories of language
+ specification of what ELD students’ needs
+ what is a realistic number and scope of standards
+ ​a separate set of standards
+ thorough analysis of the means available
- Educators also need to design assessment instruments that align with the standards.

IV. STANDARDS - ASSESSMENT


❖ ELD Proficiency ​EMERGING ​Level: ​Students are able to:
- Collaborative: Express ​basic personal needs and ideas​, respond ​to questions on
social and academic topics and participate in simple, face-to-face conversations.
- Interpretive: Comprehend ​occurring words, sequence of information, demonstrate
understanding of words and phrases,...
- Productive: Produce ​learned words and basic statements.
❖ ELD Proficiency​ EXPANDING ​Level: ​Students are able to:
- Collaborative: Express more complex feelings, needs, ideas and opinions​,
participate in ​collaborative conversations,...
- Interpretive: Comprehend ​detailed information​, read ​complex grade-level text,...
- Productive: Write or use ​expanded vocabulary​, produce, initiate, ​and sustain
spontaneous interactions,...
❖ ELD Proficiency ​BRIDGING ​Level: ​Students are able to:
- Collaborative: Initiate and ​sustain dialogue on a variety of academic topics,
participate f​ully in both academic and non-academic settings,...
- Interpretive: Comprehend​ concrete and abstract topics,​ read ​complex text,...
- Productive: Produce, initiate, ​and sustain ​extended interactions, ​write ​and express
ideas to meet a variety of social needs and academic demands,...
V. CASAS AND SCANS
- CASAS(The Comprehensive Adult Student Assessment System) => measure 4 skills
=> Scores report learners' language ability
- SCANS(The Secretary's Commission in Achieving Necessary Skills)
=> The competencies (resources, interpersonal skills, teamwork, information processing,
systems, technology,...) are maintained through training in basic skills, thinking skills, and
personal qualities.
- Teacher Standards​: must achieve professional teaching standards(TESOL) and
performance-based assessment of teachers.

V. CONSEQUENCES OF STANDARDS- BASED ASSESSMENT AND


STANDARDIZED TESTING
- Standards-based tests can ​narrow the curriculum, pushing instruction toward ​lower
than higher-order cognitive skills.
❖ ​Test bias
- Test bias can come in many forms: language, culture, race, gender, and learning
styles.
- Bias can ​systematically harm one group of test-takers, thereby making ​the test
unfair.
❖ Test-Driven Learning and Teaching
- The students and other test-takers are less likely to take a ​positive attitude toward
learning.
- Giving prizes to students and teachers for high-performance on a standardized test is
undue pressure on the teacher.

VI. ETHICAL ISSUES: CRITICAL LANGUAGE TESTING


- One of the by-products of a rapidly growing testing industry is the danger of an abuse
of power.
- These standards bring with them certain ethical issues surrounding the gate-keeping
nature of standardized tests.
- The issues of critical language testing are numerous:

+ ​Psychometric traditions are challenged by interpretive, individualized procedures


for predicting. Success and evaluating ability.

+ Test designers have a responsibility to offer Multiple modes of performance to


account for varying styles and abilities among test-takers.

+ Tests are deeply embedded in culture and ideology.

+ Test-takers are political subjects in a political context.

-The widespread conviction that carefully constructed standardized tests designed by


reputable test manufacturers are infallible in their predictive validity.

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