61.060 - Formative Assessment to Support English Learners' Academic Language Development: Resources for Teachers and Students

Session Type: Symposium

Abstract

In order to aid EL students in accessing rigorous content learning and achieving the expectations of college-and career-ready standards, effective instructional strategies to support students’ academic language attainment are critical. This session focuses on formative assessment as a promising strategy to address this need. The session includes a set of recent empirical studies that focused on providing practical resources for teachers to utilize for formative purposes in assessing and developing EL students’ academic language skills. These studies cover a range of aspects of formative assessment in diverse contexts including STEM and language arts classes. The panelists will discuss findings on EL-specific features and lessons learned from implementing those formative assessment resources in practice.

Sub Unit

• SIG-Second Language Research

Chair

• Mikyung Kim Wolf, ETS

Papers

• Formative Assessment of English Learners' Language Proficiency in the Science Classroom - Lorena Llosa, New York University; Scott Grapin, University of Miami

• Formative Assessment to Strengthen English Learners' Effectiveness in Reasoning-Focused STEM Discourse - Rita MacDonald, University of Wisconsin - Madison

• Technology-Based Formative Assessment of Academic Reading Skills for English Learners and Teachers: A Usability Study - Mikyung Kim Wolf, ETS; Christopher Hamill, ETS; Jeremy Lee, ETS; Maria Konkel, ETS

• Examining How English Learners Use Learning Goals, Feedback, and Self-Reflection in Formative Assessment - Alexis Lopez, Educational Testing Service; Jennifer Wain, Educational Testing Service

Discussant

• Margaret Heritage, WestEd