Informal Assessment Of Student 1

Identify two specific learning needs the student has as an English learner, based on the student description and the responses.

1. Name two signs you would look for to let you know Vara is ready to end counselling.

I learned that once student start to learn English most of the time their primary language had not been fully developed. The second language develops continually. Valid progress monitoring is necessary in order to be valid. Assessments should have both reliability and validity. This is sometimes a problem with ELL students. It is important when data is collected that it is used for decision

For the science and nature lessons, the children will add a variety of seeds with pictures of fruits on Monday on scales for measuring. On Tuesday, the children will match numbers in math exercises with half apples. On Wednesday, they will number flip pancakes with spatula with an aim of learning numerical. On Thursday, the children will predict the items in the boxes and list them in charts. On Friday, the children will review their predictions and open the boxes to find out who got them correct.

The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons.

Assessment in counseling should be viewed not as a one-time prediction activity but rather as continuous throughout the counseling process (Juhnke, 1995). In the future I would conduct assessments for each of my clients before service is conducted to gather information about them and when there have been any types of disruption with the client while receiving services. Conducting assessments would help to determine what goals to set and other resources that the client may need to assist with their problem. With the increase problem with people being killed by law enforcement or being a member of someone that had been killed. It is a major concern to me so, I would assess the people involve to evaluate their mental status and possibly Post Traumatic Stress Disorder (PTSD). We don’t know what someone have experienced or been through as a victim so, as counselor assesses them more in detail with the necessary tools (assessments) and individual counseling is very beneficial.

I gathered four informal assessments that would help me evaluate Angie’s proficiency in the four domains: writing, reading, listening and speaking. With the help of these assessments and the Proficiency Level Descriptors (PLDs) I would have a better idea of how fluent Angie is in English.

Students in eleventh grade are required to take an end of course assessment in social studies. Students take United States History in eleventh grade and are required to pass at least one social studies end of course assessment in order to graduate. The Standards of Learning Blueprint that lays out the structure of the end of course assessment divulges thirteen out of sixty questions on the test are based on the standards related to World War I (Virginia Department of Education, 2009). Being that this portion of the assessment is heavily weighted on the test, it is crucial that students understand concepts, but also master content and connections in regards to World War I. In order to ensure all students are able to grasp content, and make connections, it is crucial to differentiate instruction. According to Tomlinson (2008), differentiation is based upon creating a classroom in which all students are able to reach their full potential, because students work and show mastery in the learning context in which they learn best.

Assessment: During the lesson (informal assessment) As the students are working in the assigned task, I will be monitoring their methods of doing the problems as well as their discussions. Making a note of similar mistakes that students are making, and new methods of approaching the problem. This way when we go over as a class I know what to address, in order to benefit the students. The students I call up to fill my paper will be based on my observations, I will purposely pick students that have new ways of looking at a problem, or students that have made common mistakes. While we go over the solutions on my paper I will ask the class if they agree or disagree with the solution and

Chapter 14 of the book, Classroom Assessment, written by W. J. Popham, was titled: “Appropriate and Inappropriate test-preparation practices”. The chapter discusses how teachers should test students using appropriate and inappropriate preparation practices. Some school districts and teachers are encouraged to find ways to boost students scores in the classroom. The chapter introduces two guidelines: “professional ethics and education defensibility”. The professional ethics is test-preparation practices that do not interfere with ethical norms.

It will also serve to provide the beginning stage of a more comprehensive action research study to allow me to meet her needs as best I can, which I will discuss in the conclusion. METHODOLOGY The objective of this case study is to describe, in terms of second language acquisition theory, this student’s language proficiency, especially through the lens of whether she will achieve the expected ‘C grade’ required of her for passing and matriculation. The key research question for this case study is, “What are the specific language-based and affective patterns that identify this child, and can they be described in an inter-related fashion?” My hypothesis is that such “thick description” (Geertz 1994) can be reached through two different but complementary aspects of second language acquisition theory by integrating the discussion along these lines: • Learner language analysis. Features and patterns are identified through a close analysis of Katie’s output: written and oral. This is matched to SLA theory, and ‘gaps’ between the target and achieved language will be identified. • Affective factors as revealed from choices in responding to prompts and the content of discussion from three interviews held with Katie.

Ideas are the evidence of critical thinking, making them important in the task of peer assessment. Proper use of grammar and punctuation is equally important when peer assessment is taking place online because the misuse of either can drastically change the meaning of an idea, in the same way that a tone of voice can change the meaning of a verbal statement. The use of asynchronous discussion highlights the importance of researching a topic before responding or judging. The same can be said for assessing a peer response to a topic that is contrary to one’s own personal beliefs or values: By doing additional research, the assessor can familiarize themselves on what facts might cause a person to have different ideas, so the assessor can then

I first have to state that I am still developing my education; so for the most part I believe I am still developing my knowledge in every one of the Performance Areas. With that said, it is very clear that I have a lot more confidence in the Performance Area: Development of the Home Language and of English. Even though there are still some topics that I put need developing, there are also a lot of parts that have information in the building and integrating sections. This is probably because of my job. Since I work at an elementary school (kindergarten- fifth grade), I have the opportunity to have hands on experience with helping in situation regarding dual language learners. Even though it is very rare that I am helping with these types of situations, the few time that I did have some input or direction have really stuck with me.

The learner I have chosen has a general level of education from her native country, having attended nursery, primary and secondary schools. In her period of education in secondary school, she managed studied the English language for approximately 5 years.

For the purpose of this assignment I chose Feruza, an Eritrean high school graduate. She was born and raised in Eritrea and came to live in Jeddah only five years ago. She studied English in an elementary school in Eritrea and continued studying it in an Eritrean International High School. She is not happy at all with what she has learnt during those years. She explained that during her elementary school years her teachers heavily focused on writing while neglecting speaking. When she continued her learning process here in Jeddah, her high school teachers focused only on speaking but not at the level she was expecting.