Example Of Oral Language Assessment

  example of oral language assessment: The Three Billy Goats Gruff Peter Christen Asbjørnsen, Jørgen Engebretsen Moe, 1991 The three billy goats outsmart the hungry troll who lives under the bridge.
  example of oral language assessment: Checking for Understanding Douglas Fisher, Nancy Frey, 2015-12-18 A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention.
  example of oral language assessment: Teaching for Biliteracy Karen Beeman, Cheryl Urow, 2013 The concept of bridging between languages is introduced to the biliteracy filed in this practical professional development guide for teachers, administrators, and leadership teams.
  example of oral language assessment: Test of Language Development-2 Donald D. Hammill, 1988 Measures language skills in the areas of both listening and speaking, including visual and oral vocabulary, word articulation and discrimination, grammar, and comprehension. Primary for children ages 4 to 8, intermediate for ages 8 to 12.
  example of oral language assessment: Woodcock-Johnson IV Nancy Mather, Lynne E. Jaffe, 2016-01-26 Includes online access to new, customizable WJ IV score tables, graphs, and forms for clinicians Woodcock-Johnson IV: Reports, Recommendations, and Strategies offers psychologists, clinicians, and educators an essential resource for preparing and writing psychological and educational reports after administering the Woodcock-Johnson IV. Written by Drs. Nancy Mather and Lynne E. Jaffe, this text enhances comprehension and use of this instrument and its many interpretive features. This book offers helpful information for understanding and using the WJ IV scores, provides tips to facilitate interpretation of test results, and includes sample diagnostic reports of students with various educational needs from kindergarten to the postsecondary level. The book also provides a wide variety of recommendations for cognitive abilities; oral language; and the achievement areas of reading, written language, and mathematics. It also provides guidelines for evaluators and recommendations focused on special populations, such as sensory impairments, autism, English Language Learners, and gifted and twice exceptional students, as well as recommendations for the use of assistive technology. The final section provides descriptions of the academic and behavioral strategies mentioned in the reports and recommendations. The unique access code included with each book allows access to downloadable, easy-to-customize score tables, graphs, and forms. This essential guide Facilitates the use and interpretation of the WJ IV Tests of Cognitive Abilities, Tests of Oral Language, and Tests of Achievement Explains scores and various interpretive features Offers a variety of types of diagnostic reports Provides a wide variety of educational recommendations and evidence-based strategies
  example of oral language assessment: Fundamentals of Literacy Instruction & Assessment, Pre-K-6 Martha Clare Hougen, Susan M. Smartt, 2020 This core text introduces pre-service teachers to the essential components of literacy and describes how to effectively deliver explicit, evidence-based instruction on each component--
  example of oral language assessment: Vocabulary Instruction Edward J. Kame'enui, James F. Baumann, 2012-05-10 This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
  example of oral language assessment: Oral Language and Comprehension in Preschool Kathleen A. Roskos, Lesley Mandel Morrow, Linda B. Gambrell, 2015-12-30 Before children are readers and writers, they are speakers and listeners. This book provides creative, hands-on strategies for developing preschoolers' speaking, listening, and oral comprehension skills, within a literacy-rich classroom environment. Each chapter features helpful classroom vignettes; a section called Preschool in Practice, with step-by-step lesson ideas; and Ideas for Discussion, Reflection, and Action. The book addresses the needs of English language learners and describes ways to support students' literacy development at home. The final chapter pulls it all together through a portrait of an exemplary day of preschool teaching and learning. Reproducible forms and checklists can be downloaded and printed in a convenient 8 1/2 x 11 size.
  example of oral language assessment: Record of Oral Language Marie M. Clay, Malcolm Gill, Ted Glynn, Tony McNaughton, Keith Salmon, 2007
  example of oral language assessment: Children's Peer Talk Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver, Eva Teubal, 2014-04-03 This collection offers an in-depth study of children's peer talk and its potential impact on children's learning.
  example of oral language assessment: A Principled Approach to Language Assessment National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on Foreign Language Assessment for the U.S. Foreign Service Institute, 2020-09-19 The United States is formally represented around the world by approximately 14,000 Foreign Service officers and other personnel in the U.S. Department of State. Roughly one-third of them are required to be proficient in the local languages of the countries to which they are posted. To achieve this language proficiency for its staff, the State Department's Foreign Service Institute (FSI) provides intensive language instruction and assesses the proficiency of personnel before they are posted to a foreign country. The requirement for language proficiency is established in law and is incorporated in personnel decisions related to job placement, promotion, retention, and pay. A Principled Approach to Language Assessment: Considerations for the U.S. Foreign Service Institute evaluates the different approaches that exist to assess foreign language proficiency that FSI could potentially use. This report considers the key assessment approaches in the research literature that are appropriate for language testing, including, but not limited to, assessments that use task-based or performance-based approaches, adaptive online test administration, and portfolios.
  example of oral language assessment: Academic Conversations Jeff Zwiers, Marie Crawford, 2023-10-10 Conversing with others has given insights to different perspectives, helped build ideas, and solve problems. Academic conversations push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. In Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings authors Jeff Zwiers and Marie Crawford address the challenges teachers face when trying to bring thoughtful, respectful, and focused conversations into the classroom. They identify five core communications skills needed to help students hold productive academic conversation across content areas: Elaborating and Clarifying Supporting Ideas with Evidence Building On and/or Challenging Ideas Paraphrasing Synthesizing This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an in-depth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world.
  example of oral language assessment: Oral Language and Comprehension in Preschool Lesley Mandel Morrow, Kathleen A. Roskos, Linda B. Gambrell, 2015-12-03 Subject Areas/Keywords: classrooms, conversational skills, early childhood education, early education, early literacy, ELLs, emergent literacy, English language learners, lessons, listening comprehension, oral language, phonemic awareness, PreK, preschoolers, read
  example of oral language assessment: Oral Language Assessment Manuel Reyes Mazón, 1973
  example of oral language assessment: Dyslexia, Dysgraphia, OWL LD, and Dyscalculia Virginia Wise Berninger, Beverly J. Wolf, 2016 How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The second edition of this accessible text gives K-12 educators research-based answers, straight from two highly respected voices in the field. The first teacher training text to cover all four learning disabilities that require differentiated instruction, dysgraphia, dyslexia, dyscalculia, and oral and written language learning disability (OWL LD), this book prepares educators to deliver explicit and engaging instruction customized to the needs of their students.
  example of oral language assessment: Developing Reading and Writing in Second-language Learners Diane August, Timothy Shanahan, 2008 Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
  example of oral language assessment: Putting FACES on the Data Lyn Sharratt, Michael Fullan, 2012-02-03 Build the bridge from data collection to improved instruction Students are people—not data. How can you use assessment data to focus on reaching every student? This book shows how to develop a common language for sharing all students’ progress with all teachers and leaders, and how to use ongoing assessment to inform instruction. Based on worldwide research of more than 500 educators, the book presents solutions organized by: Assessment Instruction Leadership Ownership The many benefits of personalizing data include increased student engagement and a positive impact on school culture. This reader-friendly guide helps you set goals, adjust lessons, identify students’ strengths and weaknesses, and implement interventions.
  example of oral language assessment: Principals as Literacy Leaders Neil Dempster, Deslea Konza, Greg Robson, Mike Gaffney, Graeme Lock, Kevin McKennariey, 2012 Research findings from the Principals as Literacy leaders (PALL) pilot project.
  example of oral language assessment: Language Assessment in Practice Lyle Bachman, Palmer Adrian, 2022-11-09 Language Assessment in Practice enables the reader to become competent in the design, development, and use of language assessments. Authors, Lyle Bachman and Adrian Palmer, have developed an Assessment Use Argument (AUA) as a rigorous justification of how language assessment is used. The authors also demonstrate how the AUA guides the process of test development in the real world.
  example of oral language assessment: Handbook of Early Literacy Research Susan B. Neuman, David K. Dickinson, 2011-10-10 The field of early literacy has seen significant recent advances in theory, research, and practice. These volumes bring together leading authorities to report on current findings, integrate insights from different disciplinary perspectives, and explore ways to provide children with the strongest possible literacy foundations in the first 6 years of life. The Handbook first addresses broad questions about the nature of emergent literacy, summarizing current knowledge on cognitive pathways, biological underpinnings, and the importance of cultural contexts. Chapters in subsequent sections examine various strands of knowledge and skills that emerge as children become literate, as well as the role played by experiences with peers and families. Particular attention is devoted to the challenges involved in making schools work for all children, including members of linguistic and ethnic minority groups and children living in poverty. Finally, approaches to instruction, assessment, and early intervention are described, and up-to-date research on their effectiveness is presented.
  example of oral language assessment: Classroom Assessment in Multiple Languages Margo Gottlieb, 2020-10-20 What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you'll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners. Kathy Escamilla
  example of oral language assessment: Language Assessment H. Douglas Brown, 2018-03-16 Language Assessment: Principles and Classroom Practices is designed to offer a comprehensive survey of essential principles and tools for second language assessment. Its first and second editions have been successfully used in teacher-training courses, teacher certification curricula, and TESOL master of arts programs. As the third in a trilogy of teacher education textbooks, it is designed to follow H. Douglas Brown's other two books, Principles of Language Learning and Teaching (sixth edition, Pearson Education, 2014) and Teaching by Principles(fourth edition, Pearson Education, 2015). References to those two books are made throughout the current book. Language Assessment features uncomplicated prose and a systematic, spiraling organization. Concepts are introduced with practical examples, understandable explanations, and succinct references to supportive research. The research literature on language assessment can be quite complex and assume that readers have technical knowledge and experience in testing. By the end of Language Assessment, however, readers will have gained access to this not-so-frightening field. They will have a working knowledge of a number of useful, fundamental principles of assessment and will have applied those principles to practical classroom contexts. They will also have acquired a storehouse of useful tools for evaluating and designing practical, effective assessment techniques for their classrooms.
  example of oral language assessment: Contemporary Intellectual Assessment Dawn P. Flanagan, Erin M. McDonough, 2022-12-05 This leading practitioner reference and text--now in a revised and expanded fourth edition--provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions. New to This Edition *Complete coverage of new or updated tests: WPPSI-IV, WISC-V, WISC-V Integrated, WJ IV, ECAD, CAS2, RIAS-2, KABC-II Normative Update, and UNIT2. *Chapters on cutting-edge approaches to identifying specific learning disabilities and reading disorders. *Chapters on brain imaging, neuropsychological intervention in schools, adult intellectual development, and DSM-5 criteria for learning disorders. *Updated chapters on theories of intelligence, their research base, and their clinical utility in guiding cognitive and neuropsychological assessment practice.
  example of oral language assessment: Language Assessments for Preschool Children Anders Højen, Dorthe Bleses, Philip S. Dale, 2022-08-04 This Element has two main purposes. Firstly, it discusses purposes, advantages, and disadvantages as well as the challenges of different formats of language assessment, concluding with a focus on educator-administered language assessment in early childhood and education programs. It addresses the selection of assessment domains, the trade-off between brevity and precision, the challenge of assessing bilinguals, and accommodating the requirements of funders (e.g., government agencies) and users (e.g., educators and schools). It draws on lessons learned from developing two instruments for a national Danish-language and preliteracy assessment program. Secondly, it introduces those two educator-administered instruments-Language Assessment 3-6 (LA 3-6) and Language Assessment 2-year-olds (LA 2)-with respect to content, norming, gender and socioeconomic influences as well as psychometric qualities. The intention is that this experience can help enable the extension of the educator-based approach to other languages and contexts, while simultaneously acknowledging that linguistic and cultural adaptations are crucial.
  example of oral language assessment: A Short Guide to Oral Assessment Gordon Joughin, Leeds Metropolitan University, University of Wollongong, 2010
  example of oral language assessment: Academic Language in Diverse Classrooms: Definitions and Contexts Margo Gottlieb, Gisela Ernst-Slavit, 2014-04-22 With the rigorous content of College and Career Readiness standards, academic language use has moved to the forefront of educational priorities. School leaders and teachers must ensure that academic language becomes the focus of new curricula, instruction, and assessment, with special attention to linguistically and culturally diverse students. Margo Gottlieb and Gisela Ernst-Slavit's six-book series on academic language is already the definitive resource on the topic. This companion volume provides a concise, thorough overview of the key research concepts and effective practices that underlie the series. It includes, Definitions and examples of the dimensions of academic language, A step-by-step template to incorporate academic language use into plans for student learning, Graphic models that illustrate the construct of academic language and its classroom application, Language is the most fundamental building block of education. Be sure your school is as strong as it can be with this indispensable book.
  example of oral language assessment: Teaching Reading Across the Day, Grades K-8 Jennifer Serravallo, 2024-04-12 Reading well across disciplines and within varied contexts will help students to be versatile, flexible, deep readers who can better learn from their reading, transfer skills across subjects, and use strategies to meet the unique demands of reading in each content area. – Jennifer Serravallo Research-based, easy-to-use lesson structures for explicit and engaging teaching In Teaching Reading Across the Day, literacy expert Jennifer Serravallo provides nine effective, predictable, research-based lesson structures that help busy teachers save planning time and focus their teaching—and student attention—on content rather than procedures. Each of the nine lesson structures (read aloud, phonics and spelling, vocabulary, focus, shared reading, close reading, guided inquiry, reader’s theater, and conversation) has its own chapter and features a wealth of resources that let you see the lessons in action in ELA, Science, and Social Studies classes, including: An annotated teaching vignette, lesson explanation, and research notes Tips for planning, structure and timing suggestions, and ideas for responsive teaching Detailed planning templates and 22 accompanying online videos covering over 3 hours of classroom footage Jen’s reflections, key look-fors, and ideas for next steps The nine lesson structures can be used with any curriculum or core program, text, and subject, making it easier for teachers to maximize explicit and engaging teaching time across the day, and simplify planning and preparation. Jen incorporates a wide range of compelling research about how best to teach reading to every student in your class and translates the research (or the science of teaching reading) into high-leverage moves you can count on to deliver powerful lessons again and again. She also honors the art of teaching reading, helping teachers tap into their experience and hone their expertise to make quick, effective classroom decisions that take student learning to the next level.
  example of oral language assessment: Assessment for Reading Instruction Katherine A. Dougherty Stahl, Kevin Flanigan, Michael C. McKenna, 2019-11-01 Now in a revised and updated fourth edition, this accessible text has given over 125,000 preservice and inservice teachers vital tools for systematic reading assessment in grades K–8. The book explains how to use both formal and informal assessments to evaluate students' strengths and needs in all components of reading. Effective, engaging methods for targeted instruction in each area are outlined. In a convenient large-size format, the book includes 30 reproducible tools, plus an additional multipage assessment in an online-only appendix. Purchasers get access to a companion website where they can download and print the reproducible materials. New to This Edition *Expanded coverage of the middle grades (4–8), including a new chapter and case study, and explicit attention to this grade range throughout; new coauthor Kevin Flanigan adds expertise in this area. *New and expanded topics: computer-based testing methods, assessing academic language, and how to use reading inventories more accurately. *Additional reproducible tools: informal reading inventory summary form, comprehension retelling forms for narrative and informational text, computer-based comprehension test comparison worksheet, revised Informal Decoding Inventory, and more.
  example of oral language assessment: Language Intervention for School-Age Students Geraldine P. Wallach, 2007-09-25 Language Intervention for School-Age Students is your working manual for helping children with language learning disabilities (LLD) gain the tools they need to succeed in school. Going beyond the common approach to language disorders in school-age populations, this innovative resource supplements a theoretical understanding of language intervention with a wealth of practical application strategies you can use to improve learning outcomes for children and adolescents with LLD. Well-referenced discussions with real-life examples promote evidence-based practice. Case histories and treatment strategies help you better understand student challenges and develop reliable methods to help them achieve their learning goals. Unique application-based focus combines the conceptual and practical frameworks to better help students achieve academic success. Questions in each chapter encourage critical analysis of intervention methods for a deeper understanding of the beliefs behind them. In-depth coverage of controversial topics challenges your understanding and debunks common myths. Realistic examples and case studies help you bridge theory to practice and apply intervention principles. Margin notes highlight important facts, questions, and vocabulary for quick reference. Key Questions in each chapter put concepts into an appropriate context and help you focus on essential content. Summary Statement and Introductory Thoughts sections provide succinct overviews of chapter content for quick familiarization with complex topics.
  example of oral language assessment: Assessing Language and Literacy with Bilingual Students Lori Helman, Anne C. Ittner, Kristen L. McMaster, 2019-10-21 From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom. Effective practices are reviewed for screening, assessment, and progress monitoring in the areas of oral language, beginning reading skills, vocabulary and comprehension in the content areas, and writing. The book also addresses how to establish schoolwide systems of support that incorporate family and community engagement. Packed with practical ideas and vignettes, the book focuses on grades K–6, but also will be useful to middle and high school teachers. Appendices include reproducible forms that can be downloaded and printed in a convenient 8 1/2 x 11 size.
  example of oral language assessment: Activities for Oral Language Development Jodene Lynn Smith, 2005
  example of oral language assessment: Assessing Culturally and Linguistically Diverse Students Robert L. Rhodes, Salvador Hector Ochoa, Samuel O. Ortiz, 2005-04-04 This is the first book to present a practical, problem-solving approach and hands-on tools and techniques for assessing English-language learners and culturally diverse students in K-12 settings. It meets a crucial need among practitioners and special educators working in today's schools. Provided are research-based, step-by-step procedures for conducting effective interviews with students, parents, and teachers; making the best use of interpreters; addressing special issues in the prereferral process; and conducting accurate, unbiased assessments of academic achievement, intellectual functioning, language proficiency, and acculturation. Among the book's special features are reproducible worksheets, questionnaires, and checklists--including several in both English and Spanish--in a ready-to-use, large-size format. This book is in The Guilford Practical Intervention in the Schools Series.
  example of oral language assessment: Language Assessment Literacy Dina Tsagari, 2020-04-21 The field of language testing and assessment has recognized the importance and underlying theoretical and practical underpinnings of language assessment literacy (LAL), an area that is gradually coming to prominence. This book addresses issues that promote the concept of LAL for language research, teaching, and learning, covering a range of topics. It brings together 14 chapters based on high-stakes and classroom-based studies authored by academics, professionals and researchers in the field. The text examines diverse issues through a multifaceted approach, presenting high-quality contributions that fill a gap in a research area that has long been in need of theoretical and empirical attention.
  example of oral language assessment: Allocating Federal Funds for State Programs for English Language Learners National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Committee on National Statistics, Panel to Review Alternative Data Sources for the Limited-English Proficiency Allocation Formula Under Title III, Part A, Elementary and Secondary Education Act, 2011-06-20 As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.
  example of oral language assessment: English Language Assessment and the Chinese Learner Liying Cheng, Andy Curtis, 2010-03-17 'This volume addresses a very timely and important topic, and provides both broad and in-depth coverage of a number of large-scale English tests in China, including Hong Kong and Taiwan, and about the Chinese learner.' – Lyle F. Bachman, From the Foreword Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world. Written by well-recognized international scholars in language testing, it covers: the history of tests and testing systems, issues and challenges, and current research in China both test-designers’ and test-users’ points of view on test development and test validation within a range of political, economical, social, and financial contexts in China theoretical/conceptual perspectives on the use of the English language assessment at different levels, including societal, university, and schools empirical research related specifically to test development, curricular innovation, and test validation Given the long history of objective testing and its extensive use in Chinese society, and considering the sheer number of students taking various tests in English in China and elsewhere, an understanding of the impact of English language testing is essential for anyone involved in testing and assessment issues in China and elsewhere in the world. This is a must-read volume for testing and assessment policy makers, curriculum designers, researchers, ESL/EFL materials writers, graduate students, and English language teachers/researchers at all levels.
  example of oral language assessment: Interventions for Reading Problems, Second Edition Edward J. Daly, Sabina Neugebauer, Sandra M. Chafouleas, 2015-01-20 This user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a large-size format with lay-flat binding for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment. *Additional graphing and data-analysis tools. *Coverage of new resources available through federal supports.
  example of oral language assessment: Dialects at School Jeffrey Reaser, Carolyn Temple Adger, Walt Wolfram, Donna Christian, 2017-05-12 Like its predecessor, Dialects in Schools and Communities, this book illuminates major language-related issues that educational practitioners confront, such as responding to dialect related features in students’ speech and writing, teaching Standard English, teaching students about dialects, and distinguishing dialect difference from language disorders. It approaches these issues from a practical perspective rooted in sociolinguistic research, with a focus on the research base for accommodating dialect differences in schools. Expanded coverage includes research on teaching and learning and attention to English language learners. All chapters include essential information about language variation, language attitudes, and principles of handling dialect differences in schools; classroom-based samples illustrating the application of these principles; and an annotated resources list for further reading. The text is supported by a Companion Website (www.routledge.com/cw/Reaser) providing additional resources including activities, discussion questions, and audio/visual enhancements that illustrate important information and/or pedagogical approaches. Comprehensive and authoritative, Dialects at School reflects both the relevant research bases in linguistics and education and educational practices concerning language variation. The problems and examples included are authentic, coming from the authors’ own research, observations and interactions in public school classrooms, and feedback in workshops. Highlights include chapters on oral language and reading and writing in dialectally diverse classrooms, as well as a chapter on language awareness for students, offering a clear and compelling overview of how teachers can inspire students to learn more about language variation, including their own community language patterns. An inventory of dialect features in the Appendix organizes and expands on the structural descriptions presented in the chapters.
  example of oral language assessment: Assessment and Intervention for English Language Learners Susan Unruh, Nancy A. McKellar, 2017-03-07 This book presents evidence-based practices for appropriate assessment of and school-based services for young English language learners. It identifies and addresses the challenges of assessing and intervening with these students at the curricular, instructional, environmental, and individual levels, particularly the complexities of determining the presence or absence of learning disabilities. Case studies and comparisons with fluent English speakers illustrate the screening and evaluation process – including multi-tier system of supports (MTSS) and response to intervention (RTI) – and proactive intervention planning in core literacy and math domains. Together, these chapters model effective teaching practice, advocacy, and teamwork with parents and colleagues as well as policy development toward meeting the needs of this diverse student population. This invaluable guide: Examines challenges of data collection when working with English language learners. Traces the development of dual-language fluency and competence. Discusses language-acquisition issues affecting oral language assessment. Reviews commonly used assessment and intervention tools in use with English learners. Features specialized chapters relating to reading, writing, and mathematics competencies. Can be used regardless of first language spoken by students. Assessment and Intervention for English Language Learners is an essential resource for researchers, professionals, and graduate students in diverse fields including school and clinical child psychology; assessment, testing, and evaluation; language education; special education; and educational psychology.
  example of oral language assessment: The Special Educator′s Guide to Assessment Tara S. Guerriero, Mary A. Houser, Vicki A. McGinley, 2020-07-23 Special education students often learn about the characteristics of disabilities, but can lack an understanding of the relationship between diagnostic assessment and eligibility for special education services. The Special Educator′s Guide to Assessment: A Comprehensive Overview by IDEA Disability Category focuses on the role that assessment plays in the diagnosis of a disability, determination of eligibility for special education services, and education of students with disabilities to provide a meaningful interconnection between assessment concepts and classroom application for teachers. Authors Tara S. Guerriero, Mary A. Houser, and Vicki A. McGinley want to ensure that future special education teachers have the preparation to provide comprehensive instruction to P-12 students through this text. While special education teachers are often not the ones conducting comprehensive evaluations, it is paramount that they understand their students’ individual characteristics, and understand how assessment is used to determine diagnosis and eligibility. Framing the text around The Individuals with Disabilities Act (IDEA) provides students with concrete standards by which all disabilities are evaluated and regulated in our public educational system. Part I introduces the basic topics of assessment, ethics, and assessment types. Part II moves on to provide diagnostic and eligibility criteria according to IDEA categories that are most commonly diagnosed in an educational setting while Part III describes the criteria for IDEA categories most commonly diagnosed in a medical setting. Features like case studies and sample comprehensive evaluations help bring to life assessment and how it applies in real classrooms. Included with this title: The password-protected Instructor Resource Site (formally known as SAGE Edge) offers access to all text-specific resources, including a test bank and editable, chapter-specific PowerPoint® slides.
  example of oral language assessment: Assessing English Language Learners: Bridges to Educational Equity Margo Gottlieb, 2016-03-03 Build the bridges for English language learners to reach success! This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment of ELLs. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment “as,” “for,” and “of” learning Reflection questions to stimulate discussion around how students, teachers, and administrators can all have a voice in decision making
A psycholinguistic approach to oral language assessment
Van Moere, A. (2012). A psycholinguistic approach to oral language assessment. Language Testing 29(3), 325-344. This is the submitted manuscript. The edited, published article is available at ...

Oral Language Activity Checklist - SupportEd
Oral Language Activity Planning Template Lesson topic: Content objective(s): Language objective(s): Oral language task: Practice 1: Come to the discussion prepared. Practice 2: Use appropriate body language. How will you help ELs prepare for the academic conversation? How will you support ELs in using appropriate body language during the ...

Oral language to support phonological awareness and phonics …
Oral language and literacy development Oral language is an important foundational skill for learning (Alexander, 2020). It is used to interact with others, express and develop ideas and support the development of reading and writing (Graham, 2020; Tracey & Morrow, 2017). Oral language is closely tied to the development of components

Oral Language - PBworks
This oral language assessment relates to children’s ability to effectively use semantic (meaning) and syntactic (function and grammar) cueing systems while communicating to support the learning of reading and writing skills. In order to establish instructional priorities for each child in the emergence of literacy development

Examples of Curriculum-Based Measurement Probes
Example: Oral Expression Universal Annual Target by Grade Level S.CN.01.02 Explore and use language to commu- ... The chart on the following page provides an overview of Oral Language assessment in the MLPP. Each tool is identified, along with the purpose for the assessment, and the appropriate grade level

Key of Language Assessment: Rubrics and Rubric Design
means in terms of language performance. b. Language categories along one axis and scores along the other axis and language behavior descriptors inside the grid for what each score within each category means in terms of language performance (Brown, 2012) However, there different categorization to refer to parts of a typical rubric.

Sample Types of Activities for Instruction and Assessment of Language …
Examples of Connections Between Oral Language and Literacy (Gottlieb, 2006) Oral Language Literacy Extension 1. Book Talk Create Power Point / ipad presentations about authors, using multiple sources 2. Debates Research a topic, take a stance, and defend it 3. Demonstrations Explain how to use a product or describe a process using visuals or ...

ADAPTING CLASSROOM ASSESSMENTS FOR ENGLISH LEARNERS
assessment items that will support EL student’s ability to demonstrate what they understand about content area concepts as well as provide support for ELs at varying levels of English language acquisition. For more information about the different levels of language acquisition see the Mississippi English Learner Guidelines: Regulations, Funding

Language Classroom Assessment Fairness: Perceptions from …
28 Jul 2020 · Classroom language assessment fairness is a multi-dimensional construct consisting of three dimensions, namely distributive fairness, procedural fairness, and interactional fairness (see Figure 1; Wallace, 2018). Distributive fairness refers to fairness of an outcome (i.e., test score) (Deutsch, 1985). ...

SSE: Oral Language Development -School Plan 2019-2022 - St.
75% are teaching specific oral language skills in a wide variety of contexts. Oral language is being assessed by 65% of teachers through teacher observation and by using teacher designed tasks. 90% of teachers feel that parents are not fully aware of the importance of oral language.

Outcome Measure Oral and Written Language Scales - UNSW Sites
Type of Measure Standardized test of child language and literacy ICF-Code/s b1, d1 & d3 Description The OWLS-II is an assessment of oral and written language that aims to identify language disorders, design intervention targets, and monitor progress. The assessment consists of four scales: Listening Comprehension, Oral Expression,

Writing Simplified Reports - Western University
Oral Motor Examination: Not assessed at this time. Early Literacy Skills (Reading): According to parent report, X* enjoys looking at books ... and language re-assessment was recommended in XX/XXXX at the XX Clinic to monitor X*’s grammar, speech sounds, and fluency. X*’s family will be contacted to schedule the

Enhancing oral language development in kindergarten
A child’s ability to use oral language effectively influences all areas of their life, including their: • sense of self • relationships with others • ability to learn in the classroom ... assessment, an example of practice in Prep/Year 1 play-based learning: Developing oral

Woodcock-Johnson® IV (WJ IV™) - Riverside Insights
Generates a Comparative Language Index to compare English oral language ability to Spanish oral language ability Allows for a more complete evaluation of specific learning disabilities, including dyslexia Yields a measure of Cognitive-Academic Language Proficiency (CALP) Evaluates the impact of oral language proficiency on cognitive and academic

Quick Reference Guide
Oral Expression Expressive oral language: The examinee gives 10 to 30 minutes 3–0 through 21–11 LC/OE Manual LC/OE Manual, (OE) Speaking spoken answers to LC/OE Record Form chapters 2 and 3 oral and pictorial prompts.

WIAT -III Wechsler Individual Achievement Test SAMPLE - Pearson …
Oral Language vs. Total Reading -10 11.14 N >15% Oral Language vs. Basic Reading -19 10.86 Y >15% Oral Language vs. Reading Comprehension and Fluency -4 13.25 N >15% Oral Language vs. Written Expression -11 13.09 N >15% Oral Language vs. Mathematics -1 12.12 N >15% Oral Language vs. Maths Fluency 1 12.38 N >15%

Example assessment: A -level French speaking test - AQA
Example assessment: A -level French speaking test . This resource comprises three speaking tests for A-level Paper 3 speaking. A sound file of each test is available and the transcripts of these recordings, along with the relevant assessment materials and mark schemes, are contained in this resource. Also included is a commentary for

Examples of Curriculum-Based Measurement Probes
Example: Oral Expression Universal Annual Target by Grade Level S.CN.01.02 Explore and use language to commu- ... The chart on the following page provides an overview of Oral Language assessment in the MLPP. Each tool is identified, along with the purpose for the assessment, and the appropriate grade level

STEC Guidance Woodcock-Johnson IV (WJ IV) Tests of Oral Language
SASC Guidance July 2023 Page 3 of 7 9A Rhyming – student points to pictures that rhyme with a given word, or complete sentences with a word that rhymes with a picture. Quite simple one and two syllable words. 9B Deletion – student listens to a word on an audio recording and is asked to remove a specific syllable or sound from the word.

ORAL PROFICIENCY INTERVIEW - American Council on the …
ORAL PROFICIENCY INTERVIEW FAMILIARIZATION GUIDE 2020 ACTF 5 WHAT IS THE ORAL PROFICIENCY INTERVIEW? The ACTFL Oral Proficiency Interview (OPI) assesses how well a person speaks a language. It is an assessment of the Interpersonal Listening and Speaking mode, as described in the World-Readiness Standards for Learning Languages.

Adult ESOL Assessments - MCAEL
Assessment: Short form of the Oral Best Test ... on a standardized assessment or acquisition of a language related skill related to a “competency” or standard, but it does not go beyond that; ... For example, does the reading test actually measure reading comprehension, or …

AERO Practice resource Example reading assessment tools in MTSS
Example assessment tools for reading. Assessment type (US, DX, PM)* Population of interest Targeted skills Sensitivity and specificity Reliability Validity Format (F, O, I, G)** Length Suitability for Cost (as of March 2024) Secondary context Australian context. Acadience Reading Diagnostic: Comprehension, Fluency and Oral Language (CFOL ...

Introducing the Woodcock-Johnson - Houghton Mifflin Harcourt
Woodcock-Johnson ® IV Preview • Winter, 2014, Vol. 1 www.wj-iv.com • Page 2 The Woodcock-Johnson IV (WJ IV) (Schrank, McGrew, Mather, & Woodcock, 2014) is the latest generation of the time-honored Woodcock-Johnson psycho-educational test batteries. Designed to meet current and future assessment needs, the WJ IV features a carefully constructed organizational plan, …

Guidelines for the lassroom- ased Assessment and - Curriculum …
Classroom-Based Assessment 1: Oral Communication The Classroom-Based Assessment, Oral Communication, has two priorities – the development of students basic research skills and the communication. Students are given an opportunity to choose a topic or issue that is of interest or importance to them and to carry out an exploration over time.

Self-assessment tool: Supporting oral language learning and …
tewhariki.tki.org.nz TALKING TOGETHER | TE KŌRERORERO | SELF-ASSESSMENT TOOL | 3 OF 6 TALK INFORMATION | NGĀ ARIĀ REO Ā-WAHA Understanding oral language growth and key concepts Rate your team or yourself for each strategy or teaching practice by marking Emerging, Partly in place or Embedded referring to the descriptors 1.

English Language Assessment Guide - QA Higher Education
English Language Assessment Guide . for Undergraduate Applicants . STRUCTURE . SECTION TIME Speaking . 11 - 14 minutes (Approximately) Writing . ... For example, South and North Korea have football games regularly which give two nations a chance to understand each other deeply. In the mid-1990s, a hundreds of North Korean supporters

Peer assessment of language proficiency - core.ac.uk
Peer assessment of language proficiency Winnie Cheng and Martin Warren The Hong Kong ... among others such as self-assessment (see, for example, Boud, 1989; 1995; Tudor, 1996) and portfolio assessment (see for example, Mondock, ... assigning grades to their peers’ oral language proficiency, as well as expressing their ...

SAMPLE RESOURCES Reading Endorsement - Teachers of Students …
appropriate oral language assessments to guide instruction. ★ The Critical Role of Oral Language in Reading Instruction and Assessment Elizabeth Brooke, Ph.D., CCC-SLP 1.B. 6. Understand the role of formal and informal oral language assessment to make instructional decisions to meet individual student needs.

B1 Preliminary Assessing speaking performance Level B1
from the assessment scales have been turned into questions. 2. Watch the B1 Preliminary Speaking test video parts 1 and 2 (the first four minutes). 3. Note down examples of what Kenza does well and not so well for each of the questions in the Comments box on the assessment sheet. 4. Compare the notes you have made with a completed example on ...

Oral assessment teaching toolkit - UCL
How to organise oral assessment 2 of 4 Oral assessment can take many forms. Audio and/or video recordings can be uploaded to Moodle if live assessment is not practicable. Tasks can range from individual or group talks and presentations to dialogic oral examinations. 1. Consider the learning you’re aiming to assess How can you best offer ...

INTERNAL ASSESSMENT IN ENGLISH LANGUAGE
INTERNAL ASSESSMENT IN ENGLISH LANGUAGE - GUIDELINES FOR MARKING WITH GRADES - ORAL ASSIGNMENT (CLASSES IX & X) Grade Fluency of Language Subject Matter Organization Vocabulary/ Delivery Understanding Gesture Marks I Speaks with fluency and has full operational command over the language. Matter is relevant, rich in content and original.

USING CORPORA FOR LANGUAGE ASSESSMENT - Springer
In the language assessment community, Charles Alderson was among the first to signal a potential role for corpora (Alderson, 1996). While acknowledging the impact they were starting to have in linguistic analysis and language pedagogy, he noted that corpora had yet to find an application in the assessment of language learning and proficiency.

Assessing oral proficiency in the EFL classroom - DiVA
oral proficiency, the teachers focused on different features such as pronunciation, fluency, variation, interaction, content, and vocabulary. Key words Assessment of oral proficiency, communicative competence, EFL teaching, foreign language speaking anxiety, oral interaction, oral production, oral proficiency Acknowledgments

LearnHigher Oral Communication Literature Review
In Dimensions of Oral Assessment (1998) by Gordon Joughin, a more detailed account of the varying factors concerned with oral assessment are illustrated. He details six particular dimensions of oral assessment, based on his review of …

Language Modifier - University of Hertfordshire
examinations for candidates who require a level of language support beyond that provided by a reader. This role was originally provided for deaf candidates whose preferred language was English. Its original title was “Oral Communicator”, later became Oral Language Modifier and is now Language Modifier.

Example 4: English, Speaking, esentation Example 4: English
Inclusion in Practice: Example 4 – English 20 Opportunities to use and develop key competencies Students were thinking and using language, symbols, and texts as they planned, collated, and organised material to present to their peers in an oral language assessment. They were managing self as they created an

Language Assessment What you need to know
canadiens), is a Canadian French language assessment. It is used for French language programs that are supported by the governments. Results are reported as Benchmarks from NCLC 1 to 8. Please ask your Assessment centre for more information on French language assessment or go to www.language.ca to learn more about the NCLC. ELTPA and WLA *

Strategies for Reading Assessment and Instruction: Helping
Summary of Oral Language and Listening Assessment Strategies 52 Contents A01_REUT6883_06_SE_FM.indd 9 20/11/2018 02:00. Using Student Assessment Data to Guide Instruction: A Classroom Profile and an If-Then Teaching Strategy Guide 53 Teaching Strategies for Developing Oral Language and Listening 53

Territory-wide System Assessment 2019 ENGLISH LANGUAGE Oral …
Primary 3 English Language Oral Examiners’ Handbook Contents Page 1.0 Introduction 1 1.1 General Information about the Oral Assessment 1 1.2 Administration Procedures for the Oral Assessment 2 1.3 Instructions to Oral Examiners 5 1.4 Emergencies 7 1.5 Enquiries 7 2.0 Documents 2.1 Conduct of Oral Assessment 8

Teacher Rating of Oral Language and Literacy - Ryders Hayes
lum, and Assessment or the National Institute on Early Childhood ... for example, in kindergarten classrooms where a five-year range in children’s literacy-related skills is not uncommon (Riley, 1996). ... The Teacher Rating of Oral Language and Literacy (TROLL) is a rating tool

Sample School Closure 2: Exploring Oral Language/Teanga Ó Bhé
Oral Language Assessment: Assessment is about building a picture over time of a child’s progress and/or achievement in learning across the Primary School Curriculum. Information about how the child learns (the learning process) as well as what the child learns (the products of

Early Literacy and Numeracy - ACECQA
discussing the information and collaborating to complete the one assessment task. Gowrie Victoria Leadership and Learning Consultants are available to support you while working ... strategies that can promote rich oral language experiences. For example: Dramatic play for children over two years where they can dress up, act out roles they have ...

SECTION 4: ASSESSMENT IN ENGLISH FIRST ADDITIONAL LANGUAGE …
2 Jan 2016 · The language structures should be assessed in context. It must be ensured that assessment is not only done as written work, but allows for practical and oral work too. 4.2 ASSESSMENT PRINCIPLES 4.2.1 Definition Assessment is a continuous planned process of identifying, gathering and interpreting

Cambridge speaking activities rubic grid
example, how does a teacher know when to give a grade of B+ on a speaking test, and when to give a C? Rubrics, of course, are useful for tests, but you should also consider using them every now and then as a part of classroom speaking activities. There are at least three reasons for this:

Relations between oral language skills and English reading
to predict risk for reading diculty from oral language prociency, assessment of oral language ability in both the L1 and L2 is essential, as low L2 prociency could be due to lack of exposure and/or opportunity to acquire L2. Thus, reliance on L2 oral language assessment may result in overidentication of risk for reading diculty. A true diculty

PREPARATION FOR ENGLISH SECOND LANGUAGE EVALUATION: ORAL PROFICIENCY
Consolidated Timetable, Preparation for Second Language Evaluation – Test of Oral Proficiency, Levels B/C (3 Weeks) Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 GA 1 Introductions, course overview and description of typical day Warm-up Warm-up Warm-up Warm-up GA 2 COA 1 COA 2 COA 5 MESs 4-5-6, BCs 4-5, LC 2 MESs 8-9, BCs 6-7, LC 4

Speech and Language Evaluation November 4th, 20xx Parent
during today’s evaluation, Jjjjj’s oral structures and oral articulator function appeared to be adequate to support speech. Language Assessments The Preschool Language Scale – Fourth Edition (PLS-4) assesses both auditory comprehension and expressive communication for children between birth and 6 years, 11 months of age. This

Rubric for the Assessment of Oral Communication: Content
Rubric for the Assessment of Oral Communication: Delivery Beginning Reads speech from notes/manuscript. Avoids eye contact with audience. Body language is not supportive of the message, may contradict it. Gestures, facial expressions,and posture are stiff or distracting. Fails to maintain audience interest and support the verbal message due to ...

Using the WISC-V & WIAT-III to diagnose Learning Disorders
• For example, a student may be able to name individual letters in a word (visual analysis, b-e-d). She may be unable to integrate the letters to say the word (visual synthesis, bed). Language and Learning Language is the basis for much of the learning that occurs in schools. • Children must understand words and sentences to