A Vision for Using an Argument-Based Framework for Validity Applied to a Comprehensive System of Assessments for English Learners in Secondary Grades
By Margaret Heritage, Caroline Wylie, Molly Faulkner-Bond, and Aída Walqui
INTRODUCTION | PART 1 | PART 2 | PART 3 | PART 4 | PART 5 | PART 6 | PART 7 | PART 8 | PART 9 | REFERENCES | APPENDICES
Part 8: Propositions, Claims, and Evidence for the Assessments in the CAS Framework
b. Classroom Summative Assessment (thematic series of lessons or unit)
The purpose of classroom summative assessment for English Learners is to ascertain the students’ learning status at the end of a thematic series of lessons or a unit. It answers the question “what have the students learned to date?” With the information gained from such classroom summative assessment, the teacher is able update her understanding of students’ learning relative to her medium-term goals (e.g., unit). With an understanding of students’ strengths and needs in academic content and language usage, the teacher may adjust future plans to clear up persistent misconceptions and determine opportunities to revisit content or language that students may need further support within subsequent units. The logic model for classroom summative assessment (thematic series of lessons or unit) is shown in Figure 6.
Figure 6. Logic Model for Classroom Summative Assessment (thematic series of lessons or unit)
Proposition1: The assessment is aligned to goals from state standards that integrate the development of key conceptual understandings, analytic practices and the language needed to express them.
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Proposition 2: The assessment provides all students with the opportunity to show where they are in their learning through multiple modalities.
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Proposition 3: The assessment reflects meaningful, worthwhile tasks that provide all students with an entry point and that challenge the upper reaches of students’ language competence and conceptual understanding.
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Proposition 4: The inferences from the scores yielded from students’ responses provides actionable information that is asset-oriented and proleptic, future-oriented (i.e., it provides information about what students know and can do so that teachers can build with the students’ current learning status to secure progress).
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Proposition 5: The assessment scores can be appropriately used by both the students and the teacher to make inferences about the students’ learning status and take action to move learning forward
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