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73.029 - Systematizing Formative Assessment for English Learners: Teacher Change and Student Academic Language Outcomes
Mon, April 20, 12:25 to 1:55pm, Marriott, Floor: Fifth Level, Denver/HoustonSession Type: Symposium
Abstract
This symposium brings together recent empirical research on formative assessment (FA) of English learners’ (ELs’) academic language (AL), the language used in school to help students acquire knowledge. AL includes receptive and productive skills and the domains of reading, writing, listening, speaking. Research suggests that supporting AL is one path to resolve persistent inequities in the academic achievement of ELs compared with their English proficient peers. Providing such support requires teachers who understand AL competencies and tailor instruction accordingly. Symposium papers examine how FA becomes systemic in the pedagogical skill set of teachers of ELs, and the types of AL outcomes that can be expected for EL students. The papers cover primary to secondary grades and discuss diverse FA approaches.
Sub Unit
Chairs
Papers
Improving Teaching and Learning in Middle School English Learner Classrooms: A Usability Case Study of Formative Assessment - Jane R. Shore, ETS; Mikyung Kim Wolf, ETS
Teacher Adoption of Language Learning Progressions: First Signs of Impact on Language Development in Students With Diverse English Language Experiences - Alison L. Bailey, University of California - Los Angeles; Sandy Chang, University of California - Los Angeles; Margaret Heritage, WestEd
Supporting Bilingual Teachers' Use of Formative Assessments in Their Spanish Literacy Instruction - Georgia E. Garcia, University of Illinois at Urbana-Champaign
Reshaping Teacher Practice Through Close Reading Formative Assessment Tasks - Patricia A DiCerbo, The George Washington University; Keira Gebbie Ballantyne, Center for Applied Linguistics; Charlene Rivera, The George Washington University