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Graduate Course Proposal Form Submission Detail - FLE6434
Tracking Number - 1609
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Current Status:
Approved, Permanent Archive - 2008-05-05
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2007-12-05
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Phil Smith
- Phone: 9741113
- Email: psmith@tempest.coedu.usf.edu
- Prefix: FLE
- Number: 6434
- Full Title: Assessment & Progress Management for Teaching ESOL
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Asses & Prog Mang Tch ESOL
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites:
- Course Description: Designed to develop knowledge 7 skills necessary to prepare students to select, adapt, design assessment instruments & testing techniques reflective of instructional goals & needs of linguistically & culturally diverse students in ESOL or mainstream class
- Please briefly explain why it is necessary and/or desirable to add this course: This course is for Inservice teachers and master students who want Esol Endorsement or Ph.D. students who want to get ESOL cognate. It is one of the five courses required to meet the State of Florida ESOL endorsement.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of a sequence required to meet the State of Florida ESOL endorsement.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, once
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree
- Objectives: Knowledge of Student Assessment:
•Identify criteria for the identification and/or development of ESOL entry and exit tests.
•Adapt content area tests to appropriate language levels of LEP students.
•Design appropriate tests to measure progress and achievement of LEP students in ESOL classes.
•Demonstrate knowledge of appropriate use of alternative assessment techniques and instruments to evaluate LEP students.
•Demonstrate knowledge of assessing individual and group performance in order to design appropriate instruction for LEP students.
Knowledge of Instructional Assessment:
•Identify levels of English proficiency in listening, speaking, reading, and writing to place students appropriately for ESOL instruction.
•Identify tests of English proficiency to place students appropriately at the beginning, intermediate and advance level of ESOL instruction.
•Interpret assessment data of LEP students as they relate to placement in ESOL programs, progress, and exit from the program.
•Construct ESOL test items for listening, speaking, reading, and writing skills, and to assess cultural knowledge.
•Demonstrate knowledge of appropriate use of norm-referenced and criterion-referenced tests when testing LEP students.
•Demonstrate knowledge of validity and reliability in tests used with LEP students.
•Design appropriate tests to measure progress and achievement of LEP students in ESOL classes.
Ability to Interpret and Use Assessment Data for Placement Purposes:
•Identify suitable ESOL assessment instruments which assist in complying with legal obligations of school districts serving LEP students.
•Identify criteria for the identification and/or development of ESOL entry and exit tests.
•Identify cultural biases in tests.
•Adapt content area tests to appropriate language levels of LFP students.
•Design appropriate tests to measure progress and achievement of LEP students in ESOL classes.
•Demonstrate knowledge of appropriate use of alternative assessment techniques and instruments to evaluate LEP students.
Knowledge of Record Keeping Unique to LEP Students:
•Identify necessary records and documents maintained for LEP students.
- Learning Outcomes: Course Tasks
7 Discussion Participations
3 Mini Projects
1 Major Project
7 Reading Responses
- Major Topics: 1. Chapters 1 – 2
Assessing English Language Learners and determining Special Needs
2. Chapters 3 – 4
Legal and Ethical Issues Involving Assessing ESOL Students:
3. Chapters 5 – 6
Special Accommodations for Testing ESOL Students
4. Chapter 7 – 8
Assessing the Acculturation process
5. Chapter 9
Language Proficiency Assessment
6. Chapter 10 – 11
Alternative Assessments for ESOL Students
7. Chapter 12
Assessing Academic Achievement for ESOL Students
- Textbooks: Rhodes, R. L., Ochoa, S. H., & Oritz, S. O. (2005). Assessing Culturally and Linguistically Diverse Students: A Practical Guide. Guilford Press.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.