Snapshot 8.6. Long-Cycle Assessment in Grade Eight (cont.)structure of two or more texts and analyze how the differing structures of each text contribute
to its meaning and style (RL.8.5). She focuses on the parallel standards for informational text
as well. In addition, to address the weaknesses evident in the seventh-grade writing results,
she works with her students extensively on the following standard: Write arguments to
support claims with clear reasons and relevant evidence (W.6–8.1).
When she examines her students’ eighth-grade ELA summative assessment results at the
end of the year, the first question she considers is whether her students met the standards she
identified as in need of considerable instructional attention. She is pleased to note that most
students achieved proficiency on the targeted reading and writing standards. She is satisfied
with the overall results and feels that the instructional focus that she and her colleagues
identified for the year yielded positive results. However, some students did not meet the
proficient levels on the state assessment, so she plans to follow up with her colleagues to
examine the data to determine if there are students in other classes who did not achieve the
standards. She also plans to closely view the data to see where specific areas of need lie and
whether the results of summative assessment are consistent with what she observed through
formative assessment and interim assessments. For her EL students, she plans to view EL
students’ results in light of their eighth-grade summative CELDT assessment results and note
any relevant findings. This information provides evidence to help guide any changes in her
instruction for next year’s eighth graders. She also knows that her careful analyses will be
valuable information to pass on to the ninth-grade teachers.Ensuring Accessibility for ELs on Long-Cycle Assessments
To ensure an accurate view of ELs’ learning status,
designated assessment supports may be needed. The intent is
not to give EL students an unfair advantage over those who do
not receive such support (Abedi and Ewers 2013). Rather, the
goal of a support is to make an assessment more accessible for
ELs and to allow students to demonstrate what they know and
can do, thereby leveling the playing field and strengthening
the validity of assessment results for ELs. The following factors
should be considered when selecting assessment supports for
ELs:
- Effectiveness: A support is effective in making an
assessment more accessible to the recipients. - Validity: A support does not alter the focal construct being assessed, that is, the outcomes of
supported and unsupported assessments are comparable. - Differential Impact: A support is sensitive to students’ background characteristics and their
academic standing; one size may not fit all. - Relevance: A support is appropriate for the recipients.
- Feasibility: A support is logistically feasible to implement in the assessment setting (Abedi and
Ewers 2013, 4).
Rather, the goal of a support
is to make an assessment
more accessible for ELs
and to allow students to
demonstrate what they
know and can do, thereby
leveling the playing field and
strengthening the validity of
assessment results for ELs.Assessment Chapter 8 | 841