Consequences and Validity of Performance Assessment for English Language Learners: Conceptualizing & Developing Teachers' Expertise in Academic Language. CSE Technical Report 700

Autor/inn/en	Aguirre-Munoz, Zenaida; Parks, Jae Eun; Benner, Aprile; Amabisca, Anastasia; Boscardin, Christy Kim
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Consequences and Validity of Performance Assessment for English Language Learners: Conceptualizing & Developing Teachers' Expertise in Academic Language. CSE Technical Report 700
Quelle	(2006), (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Writing (Composition); Linguistics; Learning Modules; Performance Based Assessment; Performance Tests; Language Acquisition; Academic Discourse; English (Second Language); Pilot Projects; Teacher Surveys; Pretests Posttests; Feedback + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Schreibübung; Linguistik; Learning module; Lernmodul; Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Sprachaneignung; Spracherwerb; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Pilot project; Modellversuch; Pilotprojekt
Abstract	The purpose of this report is to provide the theoretical rationale for the approach to academic language that was adopted to meet the research goals of the second phase of this project as well as to report on the results from the pilot training program that was developed to create the conditions under which varying levels of direct instruction in academic language occurs. The challenge was to find an approach for the instruction of academic language that would serve a dual purpose. The first purpose was aimed at building teachers' understanding of the key components of academic language to improve their instructional decision-making. The second goal was to provide teachers with tools for providing ELLs with direct instruction on academic language and thereby support their English language development. After careful review of the literature, we found that the functional linguistic approach to language development best met these goals. We developed training modules on writing instruction based on the functional linguistic approach, as it has the strongest potential in providing explicit instruction to support ELL student writing development. Overall, teachers responded positively to the functional linguistic approach and were optimistic about its potential for improving ELL writing development. Responses to the pre-and post institute survey revealed that teachers felt better prepared in evaluating student writing from a functional linguistic perspective as well as in developing instructional plans that targeted specific learning needs. (Contains 6 tables.) (Author).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10