READ 575: Literacy Assessment of ELL Students

COURSE
DESCRIPTION

This course will provide students with a firm foundation in second language assessment. This will include, but not be limited to, an understanding of the various assessment techniques for use in the classroom as well as the use of published tests for the purposes of placement and monitoring of ELL students.

PREREQUISITES

It is assumed that all participants in this course have access to a K-12 classroom with some ELL learners where they can conduct observations as well as incorporate the reading assessment strategies discussed in this class.

COURSE
STRUCTURE

Textbook readings with posted reflections; posting to whole class discussion forums; providing feedback to other learners; resource review; review of 3 research articles on ELL topic/issue.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.1	Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.

PRACTICAL
APPLICATIONS

Upon completion of this course, participants will demonstrate:

Knowledge of scoring and evaluating different types of assessment instruments
Knowledge of the different methods for assessing progress of ELL students
Ability to develop assessment instruments for the basic skills in language: reading, writing, and oral
Knowledge and understanding of the current issues in assessment of ELL students today
Knowledge of federal guidelines and laws pertaining to ELL student identification and evaluation

CORE/ELECTIVE

This graduate course can be used to fulfill 3 required credits in the Literacy for Diverse Learners thematic areas in the Literacy Foundations thematic area in the 24-credit Reading Endorsement program or the 12-credit Literary Education program. It can also fulfill 3 required credits in the Literacy Assessment thematic area in the 24-credit Reading Endorsement program. The course may also be used for elective credits or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.

INSTRUCTOR

Dr. Lisa Snyder, Adjunct Professor, College of Education, Eastern Oregon University. Eight years of secondary teaching and administrative experience in English, reading, ESL. Expertise in integrating technology into the curriculum. Seven years teaching at university level. (BA, State University of New York College at New Paltz; MS, State University of New York at Albany; Doctorate, Argosy University)

TARGET
AUDIENCE

Classroom teachers with ELL students and those seeking a Reading Endorsement.

TIME
COMMITMENT

Students should expect to spend approximately 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing classroom-based assignments and final project). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.

COST

No ReadOregon course will cost more than $359 per credit for students in the ReadOregon program.

CONTACT

For more details on this course, please contact Dr. Snyder at lsnyder@eou.edu.