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Week 11 Reading Guide 10

Content Area Assessment

Instructions: As you read, note the answers to the questions in your own words. You must use the
readings in your responses; note in which readings(s) you found the information.

1. What are three general procedures to address the needs of ELLs in assessing content and
language? Explain.

Scaffolding combining language and content assessment. Examples of scaffolding are

using graphic organizers to show knowledge or asking students to make lists of concepts
showing understanding of the topics. These scaffolding accommodations usually include
pictures/diagrams, labeling and pre-determined lists (166).
Differentiated scoring Scoring language and content separately. For example giving
students one grade for grammar and language proficiency and another grade for content.
This method makes it easier for both the student and teacher to see language progress and
content progress separately (166).
Visible Criteria giving students a rubric or score sheet that explains what the
expectations are before completing the assessment. This allows the teacher to observe
how well the student follows directions and translate guidelines into their own work. It
also allows students to internalize the expectations for the assignment (167).

2. What are the 5 types of thinking skills? How is assessment of thinking skills helpful for
teachers? (pg. 182, figure 7.6)

Comprehension recall or paraphrase information

Analysis break down elements, cause and effect, elements in sequence
Comparison noticing similarities and differences
Synthesis combine elements to make a whole, deductive and inductive reasoning
Evaluation judge quality, worth and credibility

Assessment of thinking skills can be very helpful because it shows more than memorization or
language skills. It shows skills that are important for many aspects of school and the students
3. Describe what declarative knowledge, procedural knowledge, and self-assessment might look like
in science, social studies, or math. Pick one subject and briefly explain what each may look like.

Declarative knowledge: this may look like oral interviews, cloze tests, semantic maps or t-lists. A
specific example of a semantic map is having students make a map showing the hierarchy of the
animal kingdom (187).
Procedural knowledge: this may look like habits of mind, taking measurements, making
observations, recording data, etc. The most effective methods use hands-on learning
versus re-discovering known facts. An specific example of having students demonstrate
predictions and observations would be have students write down what they saw, their
feelings about it and how they think it happened (188).
Self-assessment: this a crucial part of science because many students may reject new
information they discover if it conflicts with their prior assumptions or experiences. An
example of analyzing information found would be to have the students fill out a K-W-L
chart. This would ask the students to write down what they already knew about the
subject, what they wanted to know and finally, what they learned at the end. This also
allows students to evaluate if their predictions were correct and/or their questions were
answered (190).

4. Why is it important for teachers to use multiple measures for content area assessment?

It is important for teachers to use multiple measures in order to plan the most effective
lessons. By knowing the students prior knowledge, assessing both content and language,
and reviewing self-assessments, teachers can guide their lessons to best fit their students
needs. It also keeps a clean record of student progress which will be useful for planning
and examples to share with parents (197).
5. Note something that you found interesting or useful in the chapters that isn't already
noted in this RG.

I found the standards for performance in the content areas in figure 7.2 to be very
interesting and useful. These are a great example of standards based on grade level and
subject. This reminds me that checking common core standards is an essential part of
lesson planning (170-173).