In our readings in previous weeks this semester, we have gained knowledge and increased our awareness regarding a general orientation and disposition towards the assessment of English language skills, academic readiness, and academic content progress and performance for English learners.
In this week’s readings from Haladyna & Rodriguez (2013), in chapters 1, 5, 10, and 20, our attention has been directed more specifically towards operational definitions of constructs and measures of assessment validity and reliability. In addition, we have looked at in great detail the ideal procedures for developing “selected-response” and “constructed-response” testing items, as used, for example, on multiple-choice quizzes and on projects or portfolio assessments.
For blog reflection #3, you are asked to imagine that you are the ESL/ESOL coordinator at your school, and it is the middle of the school year. There is an English learner from a war-torn and pandemic-ravaged home country who has found a new home in your school community, living with older relatives, a hard-working couple in their sixties whose own children went through these same schools several decades ago, and who do not quite understand some of today’s educational practices.
They have received, at the recent parent-teacher open house, the student’s grade report as well as the results of a standardized multiple choice test and a small portfolio with accompanying rubric scores and feedback from the teachers. One of their concerns has to do with a decision by the school to decrease the hours of direct ESOL instruction for this student in the upcoming grading period.
These two adults, who feel a responsibility for the well-being of their younger relative, have arranged a meeting with you to discuss several things they do not understand about some of the differences between the student’s grades and the assessment documents.
In your blog reflection #3, you are asked to create a dialogue of at least 20 conversational turns (a conversational turn is each time a different person speaks), in which you respond thoughtfully to the concerns they have brought to this appointment.
You will want to weave into your respectful conversation with them the different meanings and levels of relevance in the three sources of data regarding the student’s achievement and potential for further improvement.
In your reflection document, please include an introduction to the reader in which you describe the thought process you followed in preparing for this meeting. In this introductory section, refer to pages 12-16 in Haladyna & Rodriguez (2013) and explain which (if any) of the arguments or steps in the item validation process would be relevant and beneficial to share with the student’s family in this case.
After your introductory section, please “set the scene” and write out the full dialogue you can imagine going through with these two sincerely concerned family members of the student who is enrolled in your program.
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