Essay Grade

Evaluating and Selecting Assessments
1
Evaluating and Selecting Assessments
Shameeka Cardona
Grand Canyon University: ESL-533
June 13, 2018
Danan Myers
Evaluating and Selecting Assessments
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Evaluating and Selecting Assessments
Assessments are a vital aspect when teaching all students. Assessments allow for
appropriate placement and instruction through data and information collected. This paper will
discuss Concepts, Principles, and Checklist Items that can be used to evaluate assessments and
why they are essential.
All of the concepts, principles, and checklist items are all essential for evaluating
assessments and must be balanced to work in harmony. The first checklist item is decisions: does
the assessment help me make instructional decisions that are beneficial for students? It is part of
the useful concept. As stated by Marvin Smith, Annela Teemant, and Stefinee Pinnegar (2004),
“Usefulness is judged by weighing the educative value of an assessment against practical
consideration. Educative assessment focuses on the value of special assessments improving
rather than merely auditing student performances.” With limited resources within some school
districts, practical assessments are needed. It is essential for the assessment to evaluate students
in the proper manner which will allow the educator to make the appropriate academic decisions
for the student. Making sure the assessment is reliable and report accurate results will be most
beneficial to the students and helpful to the teacher. The teacher will know where to focus on and
what strategies and techniques that should be implemented for that student. As stated by Marvin
Smith, Annela Teemant, and Stefinee Pinnegar (2004), “One of the purposes of the concept of
usefulness is as a reminder that practicality must serve the primary purpose for assessmentsimproving students learning.”
The second checklist item is disclosure: do my students understand the assessment, it’s
purpose, what is expected, how it will be judged, and it’s consequences. If a student does not
understand or comprehend the assessment, there would be no sense in administering the test. It
Evaluating and Selecting Assessments
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would just be a guessing assessment that will not produce reliable results. On the other hand, it is
important to hold students accountable for their grades when they understand every aspect of the
assessment there should be less confusion and questions. Disclosure is also apart of the equitable
concept which revolves around fairness for all students. As stated by Marvin Smith, Annela
Teemant, and Stefinee Pinnegar (2004), “Education ought to be providing every student the same
probability of success by responding differently to individual needs.” It is vital for educators to
understand that fair is not always equal for instance if one student is unable to read the
assessment is in he or she should be assessed in their native language in written form or verbal
form. The verbal form would consist of an interpreter to come in and give the student the
assessment. Some students might feel being read the questions is not fair. However, educators
must individualize for all their students, and some students need more support than others. As
mentioned by Dr. Richard Curwin (2012), “ Being fair is harder and requires more work then just
treating everyone the same. In the long run, it saves time and is more effective. And when it
comes to treating everyone the same, every child deserves a lot better than that.” In conclusion,
all of the concepts, principles, and checklist items are vital for the assessment process. All
concepts must be balanced for it to work effectively.
Evaluating and Selecting Assessments
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References
Curwin, R. (2012). Fair Isn’t Equal: Seven Classroom Tips. Retrieved from
https://www.edutopia.org/blog/fair-isnt-equal-richard-curwin
Smith, M. E., Teemant, A., & Pinnegar, S. (2004). Principles and Practices of Sociocultural
Assessment: Foundations for Effective Strategies for Linguistically Diverse
Classrooms. Multicultural Perspectives, 6(2), 38-46.
Course Code
ESL-533
Class Code
ESL-533-O501
Criteria
Category
Percentage
100.0%
Summary of Article: Analyzes items from the
assigned article. Presents them with brief
summary to provide context for the reader.
25.0%
Analysis: Two items from article adequately
described and the importance of each justified.
35.0%
Topic Knowledge
10.0%
Content Cohesiveness
10.0%
Conclusion
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)
10.0%
APA Format and Style Requirements
5.0%
Total Weightage
100%
Evaluating and Selecting Assessments
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
65.0
Insufficient (69.00%)
Summary fails to paint a clear picture of the article, omits
major elements, and is disorganized.
An analysis of one or both of the items presented without
specific details direction or emphasis. Project presents weak,
marginal evidence and/or exhibits large gaps in the
presentation of evidence, resulting from inconsistent
connections with the argument.
Includes little knowledge about the topic with few supporting
details and examples. Little subject knowledge is evident.
The content is vague in conveying a point of view and does
not create a strong sense of purpose.
Summary of the major points of the paper is present, but it is
vague or poorly developed.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language or word choice are
present. Sentence structure is correct but not varied.
References page is present, but citations are inconsistently
used.
Approaching (74.00%)
Summarizes the primary elements and key points of the
article; however, summary is cursory and lacks depth.
An analysis of both of the items is broadly listed, but not
specifically or in detail. Evidence, such as textual sources,
personal experience, and observation is appropriate to the
audience and rhetorical situation. The evidence fulfills the
minimum in terms of quantity and quality that is acceptable
to support the argument.
Includes knowledge about the topic with supporting details
and examples. Some subject knowledge is evident.
The essay is generally competent, but ideas may show some
inconsistency in organization or in their relationships to each
other.
Summary of the major points of the paper is present, but is
cursory and lacking depth.
Some mechanical errors or typos are present but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.
References page is included. Sources are appropriately
documented, although some errors may be present.
Acceptable (87.00%)
Summary of the article is clearly evident to the reader.
Themes and details are present and easily identified.
An analysis of both of the items is outlined. A diversity of
evidence is present. The evidence extends beyond what is
needed to support the argument effectively.
Includes essential knowledge about the topic with supporting
details and examples. Subject knowledge appears to be good.
The content is written with a logical progression of ideas and
supporting information, exhibiting a unity, coherence, and
cohesiveness.
Summary of the paper is evident to the reader. Arguments
presented follow logical progression and support claims.
Prose is largely free of mechanical errors, although a few may
be present. A variety of effective sentence structures are
utilized.
References page is present and fully inclusive of all cited
sources. Documentation is appropriate and citation style is
usually correct.
Target (100.00%)
Thoroughly presents all of the information to portray a clear
chronology as well as richness of detail.
An analysis of both of the items is described in detail and in
depth. Presents a compelling argument for inclusion of the
resource in the project. The type, quantity, and/or quality of
evidence resonate with the claims, argument, and structure
of the paper. Irrefutable evidence from theoretical, academic,
and practical sources is convincingly presented.
Covers topic in-depth with extensive details and examples.
Subject knowledge is excellent.
The content is written clearly and concisely. Ideas universally
progress and relate to each other. The presentation gives the
audience a clear sense of the main idea.
Summary of paper is clearly evident to the reader. Arguments
support all claims with clarity, order, and richness of detail.
Prose is completely free of mechanical errors. A variety of
effective sentence structures are utilized. Writing is engaging
and practice related language is utilized.
Comments
In-text citations and a references page are complete. The
documentation of cited sources is free of errors.
Points Earned
Chriss200 -Assignment Topic 2 Week 2
Some sites I looked at. But let me stay out of your lane I will attach Table 1 that shows the checklist items.
✓ From Table 1 I personally feel FEEDBACK AND CONTENT ARE THE MOST INPORTANT WHEN EALUAING ELL
STUDENTS
✓ URL: https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1545-7249.2007.tb00059.x
✓
Table 1 in “Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse
Classrooms” describes Concepts, Principles, and Checklist Items that can be used to evaluate assessments. Select two of the
Checklist Items you think are extremely important when evaluating assessments for ELL students.
1.
In a 500-750-word essay, describe those items, and defend why you believe they are of particular importance.
2.
Support this assignment with at least three scholarly resources.
Target 100%
Points 100%
100%
Summary of Article: Analyzes items from
the assigned article. Presents them with
brief summary to provide context for the
reader.
Analysis: Two items from article adequately
described and the importance of each
justified.
25.0
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
35.0
An analysis of both of the items is described in detail and in depth. Presents a compelling argument
for inclusion of the resource in the project. The type, quantity, and/or quality of evidence resonate
with the claims, argument, and structure of the paper. Irrefutable evidence from theoretical,
academic, and practical sources is convincingly presented.
Topic Knowledge
10.0
Covers topic in-depth with extensive details and examples. Subject knowledge is excellent.
Content Cohesiveness
10.0
The content is written clearly and concisely. Ideas universally progress and relate to each other. The
presentation gives the audience a clear sense of the main idea.
Conclusion
5.0
Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)
10.0
Summary of paper is clearly evident to the reader. Arguments support all claims with clarity, order,
and richness of detail.
Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized.
Writing is engaging and practice related language is utilized.
APA Format and Style Requirements
5.0
n-text citations and a references page are complete. The documentation of cited sources is free of
errors.
3.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
4.
An abstract is not required.
5.
This assignment uses a rubric.
6.
Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Reading Resources
Making Content Comprehensible for English Learners
1.
Read Chapter 9 -10 URL: Read Chapters 9-10.
URL:
http://www.gcumedia.com/digital-resources/pearson/2016/making-content-comprehensible-for-english-learners_the-siopmodel_ebook_5e.php
2.
URL:
Read “Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse
Classrooms,” by Smith, Teemant, and Pinnegar, from Multicultural Perspectives (2004).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=12795771&site=edslive&scope=site
3.
Read “Using Student-Involved Classroom Assessment to Close Achievement Gaps,” by Stiggins and Chappuis, from Theory into
Practice (2005).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN
=edsjsr.3496986&site=eds-live&scope=site
4.
Read “Providing Feedback on ESL Students’ Written Assignments,” by Williams, from The Internet TESL
Journal (2003).URL: http://iteslj.org/Techniques/Williams-Feedback.htm
5.
Read “Using Informal Assessments for English Language Learners,” located on the Colorin Colorado website.
URL: http://www.colorincolorado.org/educators/assessment/informal/
6.
Read “Reasons for the Misidentification of Special Needs among ELLs,” by Hamayan, Marler, Sanchez-Lopez, and Damico,
located on the Colorín Colorado website.
URL: http://www.colorincolorado.org/article/40715/
7.
8.
9.
Read “English Language Proficiency Assessment Foundations: External Judgments of Adequacy,” by Bailey and Heritage,
located on the EVEA Project website.
URL: http://www.eveaproject.com/doc/Generic%20ELPA%20Foundations%20Document%20FINAL%208%202%2010.pdf

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