TSL 565 Topic 5 Benchmark Assessment Plan GCU
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TSL 565 Topic 5 Benchmark Assessment Plan GCU
English language teachers are often tasked with creating assessment plans based on student language proficiency. Teachers assimilate various forms of assessment data to inform their design.
For this benchmark, you will develop an assessment plan for three ELLs or bilingual/dual language learners based on their Student Oral Language Observation Matrix (SOLOM) results, BICS and CALP Checklist, and other information.
Part 1: Field Experience D
Allocate at least 4 hours to complete this field experience.
Work with your mentor teacher or administrator to select three ELLs or bilingual/dual language learners at varying English language proficiency levels to work with at the school where you are completing your field experience. You may include students whom you have worked with in previous assignments.
Discuss the ELP assessment results and summative assessment data for the three ELL or bilingual/dual language learners with your mentor teacher. Be sure to specify the English language proficiency levels of your students.
Assess the oral language proficiency of each student with the SOLOM. You should also assess their social and academic language by observing each student during normal instruction and administering the BICS and CALP Checklist from Appendix B of your textbook. Be sure to keep your field notes.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Part 2: Assessment Plan
Create an assessment plan for each student for the semester. Your assessment plans should be described within a 1,250-1,500 word essay that includes the following:
- An anonymous profile of each student that includes a brief description of the program or material to be studied that semester along with relevant information such as grade, English language proficiency assessment results, Home Language Survey results, and any other pertinent information;
- Your SOLOM results for each student with a comment regarding how these results compare to the assessment accommodations already in place for each student;
- An analysis of your findings from the BICS and CALP Checklist for each student with a comment regarding how these results compare to your observations and other summative assessment data;
- Specific examples of your recommended assessment accommodations to be utilized for each student throughout the semester. Include an analysis of how all of the assessment data that you looked at informed your assessment plan.
- An analysis of the advantages and limitations of the assessment accommodations that have been recommended as well as the different types of assessment accommodations that have been utilized for each student.
Include at least five scholarly sources to support your decisions.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
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