STEP Continua
Initial Assessment
develop a student profile
determine placement
provide a starting point for instruction
initial assessment should be updated with ongoing assessment
support programming
Ongoing Assessment
support planning and programming decisions
select appropriate resources
not only ESL/ELD instruction but also regular curriculum should be designed based on the STEP assessment
implement responsive differentiated instruction and assessment
identify program accommodation and/or modifications
classroom environment, technology support and human support
make decisions regarding participation in and support for large-scale assessment
whether ESL/ELD student will participate
do they get the report from the test if they participate
what kinds of accommodation should be provided
determine discontinuation of ESL/ELD support
whether student has enough BICS and CALP skills
do they need accommodation after discontinuation of ESL/ELD program
collect and analyse data to assist in decision making
use STEP descriptors to find the evidence
communication
professional dialogue
describe language acqusition to facilitate collaboration and communication
collaborate with colleagues in developing linguistically appropriate teaching strategies
provide students and parents with accurate indication of the child's level of English language
teacher-parent conference
report card
assessment
track language proficiency and literacy development
monitor students' language acquisition and literacy development
Is the program supporting student appropriate
Is the student trying?
How is the student's emotional status?
Is there any barrier in learning?
understand their level of language acquisition and literacy development
interpret the students output
what is the next step?
identify possible special learning needs
engage students in self-assessment and goal setting
monitor their learning and use feedback to guide their learning
help them set a clear understandable achievable goal
have them understand the whereabouts of their progress
guide them in compiling evidence of their learning to share with teachers and parents
design tarted, focussed assessment for and as learning in all areas of the curriculum
assessment for learning
anecdotal records of observation
demonstrations or experiments
interactive journals
interview
problem solving
assessment as learning
portfolio assessment
direct and timely feedback from the teacher
self-assessment checklist
reflective journal entries