Assessment Accommodations
What assessment accommodations do you use in your classroom for your ELL students?
Robert,
I love the organization you are teaching your students. Your simplicity is outstanding!
Arlene Muller
I like Jeanne’s response very much. I noticed there are many similarities to how I've conducted my biology classes. For each unit, students are given a packet of material with the schedule of readings, assignments, and activities by day. The organization of the packet satisfies many accommodations for students on Individualized Education Programs (IEP) and 504 plans. What is nice is that it is also very helpful to ESL learners and to learners who need no accommodations at all. I like the simplicity of making a "whole class" accommodation.
One of the activities at the beginning of a unit is always key vocabulary. For all students, I allow them to use the key vocabulary on the end of unit assessment. ESL students are encouraged to translate key terms into their native language if that will help them learn them better.
Since students can use the key vocabulary list on their final unit assessment, most of them are motivated to complete it.
One other thing I should mention about the vocabulary is that a few key terms are written on the board every day and at the start of class I let students provide definitions and then use the terms in context. It is a good, daily ice breaker, it’s not difficult, and it reinforces key vocabulary for the unit.
Rob
Van,
The success at your school seems to stem from the support that you receive from your administration. It seems like everyone is on the same page. Listing all the expectations up front also seems to work for you. Congratulations!
Arlene Muller
I teach in a culinary setting in a variety of classes. Most have both written and practical assessments. For the practical assessments there seems to be little need to make any accomodations as long as they understand what the expectations are-this is accomplished with all students by providing in advance a grading rubric that spells it all out and give them time to understand those expectations. For the written exams we let them know in advance if they have testing issues to speak to the instructor(me) and we can then discuss with administration how to handle those issues, ie., provide a translation, some to read the exam, taking it at a different time or place to provide a longer time to take the exam, etc.
Ronald,
Wow, I love your thinking and I agree. Vocabulary alone does not equate learning of theory and application. It sounds like your patience in the classroom is a Hallmark feature. It is amazing how much students can learn from each other.
Arlene Muller
In teaching a technical class there is terminology used by the trade, understanding of how the theory has evolved into the use it has to day & the hands-on application. I have noticed that just because a student understands the terminology & theory does not mean they will be better in applicaiton. My ELL students are better in a hands on environment and helps with the understanding of the terminology & the evolution and advancement of the theory. Given time they teach each other and learning evolves.
Jeanne,
I love your organization of your material and activities! I find that students learn better when there is motivating structure in the classroom. Your structure of activities with the lab session to bring the concepts together uses the three major learning styles. I also see that this structure allows for the student to be responsible for his/her learning.
Arlene Muller
In my classes I give all my students a vocabulary list for each unit where they can write out the definition of the words they need to understand to be successful for this content. I also give them an outline form of the power points I use for lecture. I do small group projects, care studies, and we have a skills lab once a week. Then we do a clinical session one day a week to help bring all these concepts together as they practice their skills in the field. Besides tests I give them take home assignments they can spend more time doing that help their knowledge level and can add to their grade.
Sharon,
Wow, I salute your efforts to be with your students one on one. Since your students do grasp conversational English take that knowledge to another level and teach them "Conversational Testing" Divide the testing process in to 3 parts Pretest, test and post- test. Give them a vocabulary for Pretesting. Instruct them on words that they need to understand when they will take a test and follow with vocabulary for true and false, multiple choice and call it "conversational testing" so they become familiar with the testing vocabulary. You can also use the Spanish version of directions followed by the English version. You have gone the extra mile by having your testes translated.
Arlene Muller
The majority of my ELL students are Hispanic, many who come directly from their native country to attend our school. They speak conversational english well but have trouble with lectures and exams.
In response to this I have had all of my written exams translated into spanish and I have them write down any words or phrases I use that they do not understand so I can better explain it to them when I have one on one time with them.
Earle,
Excellent, it also allows the students to realize that they are not the only ones having trouble with a certain concept. They realize they are learning.
Arlene Muller
Peer review and group work can be effective towards helping them become more comfortable with the material. Of course this is true for all students not just ELL.
Vatina,
Wonderful! I also enjoy the techniques of role playing. The students become very involved and they feel free to learn.
I applaud your time and energy, since I know how much time it takes using this technique.
Arlene Muller
I assign students into small diversity groups and give them a particular topic to discuss. I find that majority of the students understand one another better and comprehend by using this technique. If a student is still unsure of the comprhending from each other, I role play. I find this to be vert helpful. Also implementing all learning styles is a strategy that I use to help students. Some students have asked if he or she can bring a recorder to class, which I do allow.
mayda,
Wow! 32 students, I respect your dedication. You have all the right factors as priorities comfort creates sociability, security allows the students to feel safe to make mistakes, humor allows the students to relax. I admire your endurance.
Arlene Muller
I have a "not so small" ELL classroom of a total of 32 students. I like to facilitate their learning experience by providing the following accommodations in class: a sense of comfort and security, humor and lots of modeling and guidance throughout the lesson's exercises.
lorraine,
Excellent technique to be at the student eye contact level. This creates a non-threatening atmosphere and allows the student to feel comfortable in their learning environment.
Arlene Muller
I rely on small group discussions with my ELL students and try to actually sit with them at eye level. It seems to promote better communication because you are engaging them at a more personal level.
Deborah ,
Yes, you are on the right track in your understanding of your student's performance levels. How do they perform outside of the classroom is the true test. An exercise in role playing of basic conversations is also very helpful to improve a student's skill level.
Arlene Muller
