Future Secondary Mathematics Teachers

How to Assess ESL/Bilingual Students in Mathematics

Why Do We Need To Know This?

As pre-teachers, your future classrooms will contain ESL/Bilingual students as well as bicultural students.

We need to know ways to assess students at different levels in their education as well as English proficiency.

As teachers, we want to strive to remove any biases within our classrooms over all our students’ progress.

Why We Need To Know This (Cont.)

Currently, many assessments are designed for monolingual English speakers disregarding ESL/Bilingual students.

Research that has been done has shown that there is test bias for second language learners within the US for many years, which hinders their learning.

Assessment shapes one’s experience in school. In terms of ESL/Bilingual students, their experience with assessment has been negative due to testing bias.

Source: (McKay 2006)

TerminologyELL

English Language Learners

Students learning English at the same time they are learning content specified in the curriculum standards.

L1Student’s native

language

L2Language being

acquired/learned

BICSBasic Interpersonal

Communication Skills

Language skills needed in social situations.

CALPCognitive Academic

Language Proficiency

Academic language

Types of Programs

ESL (English as a Second Language)Teaching English to someone whose native or primary

language is one other than English.

Transitional Bilingual EducationTeaching some subjects in the students' native language

then switching the language of instruction to English after some years.

Dual Language/Two-Way ImmersionBoth native English speakers and speakers of another

language receive instruction in both languages.

Source: (Garcia, Kleifgen, Farchi 2008)

Enrollment & PlacementHome Language

Survey

Taken initially when enroll in school

Used to assess if an ESL program is needed.

Vary from state to state.

Asks several questions about languages spoken at home, etc

Problems

Parent rejection of services

Misidentification Placed in a program as

limited English proficient (LEP) or initial fluent English proficient (I-FEP).

If placed in a program, is it the right one for their English proficiency level?

Source: (Bailey 2010)

Characteristics of Language Learners

Cross-Linguistic Transfer

Knowing when to assess English knowledge and content knowledge

Adolescent development and ELLsGrowth, identity, literacy, vulnerability

Use code-switching back and forth between languages , which is used to support communication and deepen their learning.

Source: (McKay 2006)

Assessment of Emergent Bilinguals

Multiple modes of assessment that can be used to measure the progress of bilinguals in their acquisition of English.

English used in content-specific context, such as oral discourse of math classes, can be challenging for ELLs because it differs from everyday language in that it has technical vocabulary.

Things to consider in Assessment: Level of the student in their English Language learningSome assessments are better than others based on the

student’s level of proficiencyCultural backgroundPrior knowledge of students

Source: (Bailey, 2010)

Role of L1

Use of prior knowledge helps ELLs acquire English, rather than hinder their English acquisition.

Establishing a foundation in L1 helps create a smooth transition to acquiring L2.

Cummins Threshold Hypothesis:More developed L1, the more likely to gain

cognitive benefits from bilingualismImportant to maintain that first language

Source: (Garcia, Kleifgen, Farchi 2008)

Forms of Assessment

Large-Scale AssessmentsPrimarily used in state accountability

programs, such as standardized tests.

Formative AssessmentsOngoing, giving the teacher information on

how well the student is doing.

Performance AssessmentsKnowledge taking place in the classroom;

looking at whole learning. Normally oral.

Source: (McKay 2006)

Standardized TestsISAT

Form of assessment that measures individual student achievement relative to the Illinois Learning Standards.

Taken from grades 3-8th

Shows many difficulties for ELLs and biases in terms of assessment.

PSAE

Assessment that measures student’s progress toward meeting the Illinois Learning Standards.

Used for school accountability

Recognizes the achievement of individual students who receive a Prairie State Achievement Award for excellent performance.

ISAT Assessment BiasVocabulary is very important in assessments. The

choice of words can help as well as hinder ELLs from performing well. In the vocabulary, one must consider: Unknown wordsWords with multiple meanings

Consider Commutative Competence is language use understood through context-competence depending on the community and context language is being used. Grammatical/Pragmatic/Discourse/Strategic

Competence

Source: (Solano-Flores & Trumbell 2008)

ISAT Assessment Bias (Cont.)

It is important to look at BICS/CALP in terms of language. This shows what type of language is required, thus

how the ELL should be assessed in terms of their English proficiency.

Consider the format of the question. Certain formats can cause confusion. Multiple-choice questions are difficultClear expectations for problems/assessments

Source: (Basterra et al 2011)

ISAT Example #1

Double Meaning

“Produce”Referring to fruitThe action of

creating/making

Vocabulary

“Consecutive”Confusing, and

possible unknown word for ELLs

ISAT Examples #2

Context

Tennis BallsNot a common sport

in all countries—many ELLs may not be familiar with it

Unnecessary detail in problem—could use more universal context

ISAT Example #3Format

The format is confusing and intimidating with many numbers and sections of reading.

Confusing what the problem is asking

Concept

Checking Account ELLs would not know

what a checking account is and the action of withdrawing

“Usefulness Framework”Goal: develop a fair assessment that reflects what

students know and can do

Fairness

Reliability

Validity

Authenticity

Interactive

Practical

Positive Impact

Usefulness Cont.

Reliability

Will the assessment results be similar if another teacher conducted the assessment or evaluated the product?

Source: (Basterra et al 2011)

Validity

Does the assessment task measure what it is supposed to?

Extent to which interpretations of the assessment task are meaningful and appropriate.

Usefulness Cont.

Authenticity

Is the task, language, or activity similar to real life uses of knowledge?

Source: (Basterra et al 2011)

Interactive

Will the students use language in the task?

Usefulness Cont.

Practical

Is the assessment feasible?

Is it a logical assessment?

Source: (McKay 2006)

Positive Impact

What impact will the assessment have on students, parents, teachers, and schools?

What Assessments Meet Usefulness?

Classroom-based alternative assessments show what students can do or know through their performance of realistic, meaningful tasks, instead of traditional tests

These assessments usually allow more than one right answer and are very responsive to the needs and language limitations of individuals

Their complexity can necessitate the need for critical thinking and the integration of English and subject matter kills

What Assessments Meet Usefulness? (Cont.)

Performance-Based AssessmentExamples are demonstrations of a learned skill,

creative projects, presentations, debates, and role plays.

The teacher creates a scoring rubric for the performed task and shares it with the students before they are assessed. This gives the students a clear understanding of the teacher’s expectations.

Self AssessmentStudents evaluate their own performance, which

helps students take responsibility for their learning and reflection.

Students use rubric that the teacher uses to assess. Examples are journaling, response to teacher-

generated prompt, etc.

Source: (Herrera 2007) & (McKay 2006)

What Assessments Meet Usefulness? (Cont.)

PortfoliosCollection of student work over a period of time,

which is assessed based on a rubric with pre-determined criteria.

Can contain writings, book reports, tape-recordings, presentations, artwork, photos, test scores, etc.

ObservationsEffective way to assess student participation,

language use, general content knowledge, and other skills

Teachers have timely schedule with a rubric of pre-determined criteria. They will observe two or three students during each class.

Source: (Herrera 2007) & (McKay 2006)

What Can You Do?

Value and encourage ELL’s cultural background as well as L1

Use a variety of assessments that utilize the “Usefulness Framework”

During any assessments, make sure you know what you are assessing and that it is free from bias.

In creating assessments, keep in mind the student’s English proficiency as well as developmental adolescent growth.