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NEW MEXICO SCHOOL NEW MEXICO SCHOOL FOR THE DEAF FOR THE DEAF
CASA-CONFERENCECASA-CONFERENCE
April 4, 2008April 4, 2008Alfred H. White, Jr., Ph.D.Alfred H. White, Jr., Ph.D.Texas Woman’s UniversityTexas Woman’s University
[email protected]@twu.edu940/898-2026940/898-2026
EVIDENCE-BASED EVIDENCE-BASED PRACTICES & LANGUAGE PRACTICES & LANGUAGE
ASSESSMENT IN THE ASSESSMENT IN THE CLASSROOMCLASSROOM
The concept of evidence-based practices has The concept of evidence-based practices has its origin in the larger notion of its origin in the larger notion of
ACCOUNTABILITYACCOUNTABILITY
THE BIG CONCEPTSTHE BIG CONCEPTS
Accountability in the classroom is no longer Accountability in the classroom is no longer optional.optional.
Unfortunately, the tools used to hold teachers Unfortunately, the tools used to hold teachers accountable are often:accountable are often: Thrust upon teachers, and…Thrust upon teachers, and… Not very helpful in monitoring progressNot very helpful in monitoring progress
ACCOUNTABILITYACCOUNTABILITY
All too often, ACCOUNTABILITY, takes the All too often, ACCOUNTABILITY, takes the form of ‘standardized testing’.form of ‘standardized testing’.
Standardized Testing may be:Standardized Testing may be: Administered at the first and end of one year.Administered at the first and end of one year. Administered every two years.Administered every two years. Administered every three years.Administered every three years.
TEACHER ASSESSMENTS MUST TEACHER ASSESSMENTS MUST FIT INTO THE LARGER SYSTEMFIT INTO THE LARGER SYSTEM
Standardized tests seem to be a way of life—they are Standardized tests seem to be a way of life—they are here to stay.here to stay.
BUT…Standardized tests have only limited value for BUT…Standardized tests have only limited value for monitoring student progress in the short term because monitoring student progress in the short term because they can’t be used on a regular basis without they can’t be used on a regular basis without destroying their validity.destroying their validity.
The TOOL used must help teachers monitor student The TOOL used must help teachers monitor student improvement in the domain of language.improvement in the domain of language.
BRINGING ACCOUNTABILITYBRINGING ACCOUNTABILITYINTO THE CLASSROOMINTO THE CLASSROOM
The Concept----(Discuss visual #1)The Concept----(Discuss visual #1)
MORE PRECISION IS NEEDEDMORE PRECISION IS NEEDEDIN THE ACCOUNTABILITY IN THE ACCOUNTABILITY
SYSTEMSYSTEM Teachers need to understand and find value in Teachers need to understand and find value in
those activities in which they are engaged.those activities in which they are engaged.
‘‘Those activities’ should be designed to assess Those activities’ should be designed to assess their students: student performance is the their students: student performance is the ultimate end in the accountability system.ultimate end in the accountability system.
ASSUMPTIONS MADE!ASSUMPTIONS MADE! Teachers want to be able to demonstrate in Teachers want to be able to demonstrate in
quantitative terms that their students are improving in quantitative terms that their students are improving in their use of Englishtheir use of English
THE ACT OF INFORMING SUPERVISORS AND THE ACT OF INFORMING SUPERVISORS AND ASKING FOR HELP strengthens a teacher’s position ASKING FOR HELP strengthens a teacher’s position and and distributes the burden of responsibility to othersdistributes the burden of responsibility to others..
Teachers must come to understand that sharing ‘bad Teachers must come to understand that sharing ‘bad news’ is a way of getting oneself ‘off the hook’ and a news’ is a way of getting oneself ‘off the hook’ and a way of communicating you are a professional !way of communicating you are a professional !
Tools are Needed to Help Teachers Tools are Needed to Help Teachers in the Classroomin the Classroom
We need to empower teachers so they can access and We need to empower teachers so they can access and quantify language development in the classroom.quantify language development in the classroom.
Need to empower teachers so that they can monitor Need to empower teachers so that they can monitor language improvement quantitatively in the language improvement quantitatively in the classroom. classroom.
ONLY WHEN LANGUAGE IS QUANTIFIED CAN ONLY WHEN LANGUAGE IS QUANTIFIED CAN IT BE MONITORED.IT BE MONITORED.
RECOMMENDATIONRECOMMENDATION
The SAWL IS MY The SAWL IS MY
ASSESSMENT INSTRUMENTASSESSMENT INSTRUMENT
OF CHOICE !OF CHOICE !
(Visual #2-SAWL)(Visual #2-SAWL)
INTRODUCTION TO THE INTRODUCTION TO THE SAWLSAWL
STRUCTURAL ASSESSMENT OF STRUCTURAL ASSESSMENT OF WRITTEN LANGUAGEWRITTEN LANGUAGE
THE SAWL IS BASED ON THE SAWL IS BASED ON WRITTEN WRITTEN ENGLISHENGLISH BECAUSE BECAUSE ITIT IS READILY IS READILY
AVAILABLE AND EASILY ASSESSEDAVAILABLE AND EASILY ASSESSED
T-Unit is the Unit of AnalysisT-Unit is the Unit of Analysis T-Unit = An Independent Clause and all T-Unit = An Independent Clause and all
attached Dependent Clauses.attached Dependent Clauses.
Independent Clauses are connected by: Independent Clauses are connected by: and, and, but, or, nor, so, for, yet, still.but, or, nor, so, for, yet, still.
All other connective words serve to connect All other connective words serve to connect Dependent Clauses to Independent Clauses Dependent Clauses to Independent Clauses or other Dependent Clauses. or other Dependent Clauses.
USES OF THE T-UNITUSES OF THE T-UNIT
HUNT’S WORK---AUTHOR OF HUNT’S WORK---AUTHOR OF THE T-UNIT. (See visual #3, #4)THE T-UNIT. (See visual #3, #4)
Normative Data—White, Scott and Normative Data—White, Scott and Grant (See visual #5)Grant (See visual #5)
The SAWL Can Empower TeachersThe SAWL Can Empower Teachers
The SAWL helps a teacher identify those things that are The SAWL helps a teacher identify those things that are strong indicators of improved competence in English. strong indicators of improved competence in English. Do you want to know if there is:Do you want to know if there is:
Improvement in the ordering of words?Improvement in the ordering of words? Improvement in the length of sentences?Improvement in the length of sentences? Improvement in the use of affixes (prefixes and Improvement in the use of affixes (prefixes and
suffices)?suffices)? Improvement in the process of subordination?Improvement in the process of subordination? Improvement in verb usage?Improvement in verb usage?
COMPREHENSIVE MODEL FOR COMPREHENSIVE MODEL FOR INTEGRATING STANDARDIZED INTEGRATING STANDARDIZED
TESTS WITH CLASSROOM TESTS WITH CLASSROOM MONITORINGMONITORING
Note------Standardized Testing is not being Note------Standardized Testing is not being eliminated or de-valued.eliminated or de-valued.
Note------Repeated use of the SAWL is Note------Repeated use of the SAWL is acceptable; it cannot be used too much.acceptable; it cannot be used too much.
SCORING THE SAWLSCORING THE SAWL
Turn to the unscored language Turn to the unscored language sample. (See visual # 6)sample. (See visual # 6)
We will score one T-unit at a time.We will score one T-unit at a time.
RESULTS OF SCORINGRESULTS OF SCORING
See visual # 7See visual # 7 See visual #8a & 8b for summary of See visual #8a & 8b for summary of
scoring procedures (2 pages)scoring procedures (2 pages)
DOING STATISTICAL ANALYSIS DOING STATISTICAL ANALYSIS USING A t-test of SignificanceUSING A t-test of Significance
A Teacher Can Study One A Teacher Can Study One Subject or Study of the entire Subject or Study of the entire class. (See visual #9)class. (See visual #9)
TRACKING / MONITORINGTRACKING / MONITORING
AN INDIVIDUAL (See Visual #10)AN INDIVIDUAL (See Visual #10)
AN ENTIRE SCHOOL (Visual #10)AN ENTIRE SCHOOL (Visual #10)
Year Perfect T-UnitsLevel-I
Perfect & Flawed T-Units:Level-II
Level-III
TU/100
WTU
MTU
CTU
WER
TU/100
WTU
MTU
CTU
WER WER
2007 5.9 6.0 7.0 1.0 .36 8.4 6.71 7.79 1.0 .56 .75
2008 7.2 7.3 9.4 1.1 .53 9.7 7.30 9.40 1.15
.71 .86
2009
2010
2011
2012
2013
2014
2015
2016
TEACHERS HAVE USED THE TEACHERS HAVE USED THE SAWL AND ARE USING THE SAWL AND ARE USING THE
SAWLSAWL
Doris McQueen Primary School – Longview Doris McQueen Primary School – Longview Independent School DistrictIndependent School District
Erin Stokes (903/738-0132)Erin Stokes (903/738-0132) [email protected]@lisd.org
Gorgeen SpyhalskiGorgeen Spyhalski (903/235-9255 or 903/663-3919)(903/235-9255 or 903/663-3919)[email protected]@lisd.org or [email protected] or [email protected]