1. Based on our study thus far, identify at least 3 methods, activities or instruments teachers and other school professionals use to assess MLL/ELL students. No additional research is needed for this as this comes from our course activities. Then explain the purpose for each of the three assessments you are identifying. You can refer to an assessment idea you have developed, one you have read about or one you have observed through your fieldwork.
For teachers: assessment should focus on language skills and communicative competence. In discussing the assessments you identify, explain the purposes of assessment as they relate to MLL/ELLs and the appropriate use of the results of these assessments.
For school counselors and school psychologists: assessment will go beyond language skills. Still, try to focus your brief answer on the linguistic and cultural components of the assessments.
2. Differentiating assessments for MLL students: Think about one or two assessments, name them, then identify two different ways you could differentiate an assessment for MLL/ELL students. Be sure to identify the setting and purpose for assessing, i.e. in the social studies classroom, in the ESL classroom, students receiving services from the school counseling office or pre-referral assessment prior to classifying a student as a student with a legally defined disability.
3. Explain what it means for an assessment to be valid and reliable and free of bias. Next choose one of the assessments you discussed in #1 or #2 above, and connect your thinking about reliability, validity and avoiding bias and how the differentiated assessment you described in #2 can fit these definitions. Thus, this writing gives you the opportunity to think about an assessments you will design for your project this term.
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