Assessment and ELL Learning Environment Implementation Plan
Alayna Fuentes
EDU 44033: SEI Methods for ELL
Professor Buccigross
March 15, 2024
Week 8 template instructions
1. Use this document to complete all three required sections for this week’s assignment.
2. Add a correctly-formatted title page to this document.
3. Do not delete any content from this document. Instead, provide missing or requested
items.
4. Please reference the rubric before submitting final assignment.
Part 1: Assessment Overview
Diagnostic Formative Summative
Definition Sets of questions are This kind of evalua- Usually, this is ad-
used to administer tion is much more ca- ministered as a stan-
this evaluation. can be sual and occurs more dard test. This final
either a short re- frequently. In order to exam is provided at
sponse or multiple ensure that pupils are the conclusion of the
choice. remembering the ma- year to demonstrate
terial, it is presented each student's level of
frequently. understanding.
How assessment This prompts the If a large portion of Students will be in-
drives instructional teacher to discuss par- the class is having spired to take notes
decisions ticular concepts and difficulty or is not re- and regularly examine
could also motivate taining the material, them as a result. For a
them to give learners this forces teachers to grade, teachers could
study guides. adjust the manner ask children to start
they are teaching. taking notes.
Criterion-referenced Norm-referenced
Definition The test results of the students students learning is compared
will be compared to a refer- to that of other students in this
ence. type of examination.
Name and purpose for tests Students take the Az-Merit Students' understanding of the
utilized in Arizona exam to gauge their under- material they have learnt in
standing of many subjects, high school is demonstrated
and their result is determined by the ACT exam. The SAT
by how well they meet state demonstrates what they could
requirements. learn beyond high school.
Part 2: Reflective Practices (check formatting and ensure all items required in the rubric are
fulfilled in the space below)
Instructions: After watching all five videos in the weekly resources, provide a narrative re-
sponse (paragraph) identifying at least four different strategies, assessments, or practices you
found valuable and applicable. These could be assessments, monitoring strategies, reflective
practices, feedback options, etc. Along with identifying the four items, articulate why you found
them valuable and how you have, or will, implement them in your classroom and instructional
practices.
I've discovered from watching the videos that a lot of the tactics will be useful in my up-
coming classrooms. The teacher in the Assessment for ELLs video starts out by outlining the dis-
tinction between "drawing conclusions" and actually painting a picture. She then invites a pupil
to assist her by providing an illustration. I believe that asking learners for examples instead of
just providing my own will be very helpful for my pupils. This is because I can be certain that
the pupils are comprehending what I am saying in this way. After giving an example, she goes
into greater detail, which might clarify things for puzzled pupils. According to the instructor in
the second video, "Having enough data to look at progress over time," she assesses her pupils at
the start of the term to see where they are at. I will benefit from this since it will help me under-
stand my pupils' strengths and potential areas of difficulty. In the third video, "Authentic Assess-
ment for English Learners," the instructor concludes by explaining that by allowing her students
to conduct country-specific research, she helped them become more sensitive to cultural differ-
ences. I intend to carry out this action to make sure that students are more sensitive to and con-
scious of cultural differences.
Part 3: Learning Environments and ELLs (check formatting and ensure all items required in
the rubric are fulfilled in the space below)
Instructions: Provide a narrative response concerning how you will accomplish the following
within your classroom routines, procedures, interactions, and set-up:
· Create an inclusive environment
· Identify and respond to the different strengths, needs, and identities of all EL students –
including those with special needs
· Support the social, emotional, and cultural needs of my students
Along with outlining the actions and steps you will take, provide an explanation for how these
items will directly influence language acquisition and academic growth for ELs in your class-
room.
For me, it is imperative to provide an inclusive learning environment for all children, but
especially for ELL learners and learners with special needs. In my opinion, it is crucial that all
kids receive the same treatment in terms of respect and other areas. I will start the respect re-
quirement as one approach to make sure my classroom is completely inclusive. I promise to con-
stantly set a good example for my kids by showing them how to respect others and behave ap-
propriately. Students will be able to practice respect in a safe environment as a result of this.
ELL students and students with special needs will have wants that must be satisfied so as for
them to succeed, just like any other student. I will provide these students with the option of other
assignments or additional time to complete assignments when necessary. Additionally, this will
lessen the students' anxiety around their homework and deadlines. Ultimately, it is imperative to
attend to the emotional, social, and cultural requirements of kids. Having silent time in class,
where they can come chat to me whenever they need it, or having a sign-up sheet so students can
plan time to spend with me apart from class are some ways I may support these kids with these. I
value it when my students feel comfortable opening up to me about certain aspects of their lives,
specifically when they are having difficulties.
