||LTL606B - S-B Assessment: Sec Schs
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Examines and applies the theory of assessment and specific approaches and techniques of standards-based assessment and use of materials including tests for Single Subject Teaching Credential (CAHSEE, SHSP, PSAT and vocational assessment), in order to implement the most effective assessments in their teaching practices for all students, especially English Language Learners, in middle and secondary schools based on age-appropriate tools.
|Course Learning Outcomes:
- Demonstrate understanding of how the California English Language Development standards support the English Language Arts standards (CTEL Section 2, Domain 1, 001, 1).
- Demonstrate knowledge of assessment issues related to reliability, validity, and test bias and their significance for English Learners. (CTEL Section 2, Domain 1, 002, 3).
- Demonstrate an ability to use ELD and content standards to design and provide differentiated instructional and assessment based on students’ assessed English proficiency level (CTEL Section 2, Domain 1, 001, 4).
- Demonstrate knowledge of State-mandated standardized assessments, including the role and use of data from the California ELD Test (CELDT) in designing, monitoring , and refining instruction and in differentiating, placement and redesignation/reclassification (CTEL Section 2, Domain 1, 002, 1).
- Demonstrate understanding of the role and purposes of assessment in programs for English Learners and applied knowledge of how to identify and address cultural and linguistic bias in student assessment (CTEL Section 2, Domain 1, 002, 2, 4).
- Demonstrate understanding of various types of classroom assessments for English Language Learners (such as STAR) and their purposes, features and limitations; understanding of the importance of selecting and using appropriate classroom assessments; (CTEL Section 2, Domain 1, 002, 5, 6).
- Demonstrate knowledge of the characteristics, advantages and limitations of various informal and formal ELD assessments in middle and secondary school (CTEL Section 2, Domain 1, 003, 1).
- Demonstrate conceptual understanding and applied knowledge of how to interpret and use assessment results in the areas of oral language, reading and writing, and the content areas (CTEL Section 2, Domain 1, 003, 2).
- Demonstrate an ability to analyze student assessment and assessment results in order to modify and differentiate instruction, to plan strategies for reteaching specific content and/or skills as necessary, and to select or design classroom modifications/interventions to address individual English Learner’s needs. (CTEL Section 2, Domain 1, 003, 3).
- Apply strategies for ensuring that differentiated, standards-based assessment and instruction address the needs of English learners in middle and secondary school (CTEL Section 2, Domain 1, 001, 2).
- Use formative and summative assessment to design and implement differentiated, standards-based instruction (CTEL Section 2, Domain 1, 001, 3).
- Apply strategies for differentiating and scaffolding ELD and content-area assessment tasks for English Learners (CTEL Section 2, Domain 1, 003, 4).
|Specified Program Learning Outcomes:
MASTER OF ARTS IN LANGUAGE TEACHING AND LEARNING
- Construct an Applied Research Project that reports findings from applied research and a presentation that describes the research findings.
- Differentiate between factors of first and second language acquisition to analyze teaching and learning strategies.
- Implement effective standards-based assessments of learning outcomes for EL learners.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures