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KBT2 Task 1 Assessment Modification KBT2 Task 1 Western Governors University The instructional setting is an 8th grade English class consisting of thirty students with various ethnicities, backgrounds, and ability levels. Learning levels range from one grade below grade level to two grades above grade level. This classroom also consists of students with Individualized Learning Plans (IEP), as well as English Language Learners (ELL). The classroom is set up in a way that the instructor can easily navigate between rows of students and is able to teach from any point in the room. The students with IEPs have preferential seating near the front of the room. The lesson on figurative language focuses on the following three different objectives: ● Students will be able to distinguish between literal and figurative language ● Students will create examples of figurative language ● Students will identify seven different types of figurative language Additionally, students were given a summative assessment containing an objective section consisting of ten multiple choice questions, as well as a performance section made up of three questions scored by a rubric. Vincent Flores is an 8th grade ELL student in this English class with his primary language being Spanish. The ELL plan indicates that Vincent´s English proficiency level is
emerging and often produces language with errors which hinders his ability to produce and understand meaningful conversations. Vincent has difficulty understanding and speaking English, which is impacting his ability to grasp academic concepts. Furthermore, Vincent scored a 60% on the objective assessment and a 66% on the performance assessment, leaving him with a cumulative score of 63%. The first aspect of the summative assessment that does not meet Vincent’s needs is the fact that the objective assessment requires Vincent to read and answer multiple choice questions in a language that he is not proficient in speaking, reading, or writing. This could account for his poor performance score of 60%. This portion of the test would be difficult for Vincent given his WIDA level is at the emerging stage. Given this aspect, I would provide Vincent with an online assessment with a text-to-speech feature so that he is able to have his assessment read to him. Vincent’s ELLSEP states that he can have a test read to him under testing modifications, which would allow for a more accurate depiction of his content area skills. By modifying the assessment to use a text-to-speech feature, Vincent would be able to hear and understand what is being asked of him rather than misinterpreting the information due to his language barrier. In doing so, the teacher would have a better idea of Vincent’s comprehension and knowledge acquisition regarding the figurative language content skill. The second aspect that does not meet Vincent’s learning needs is identified in the performance assessment. In this assessment, Vincent is required to write three sentences using correct punctuation and capitalization, as well as correctly identify the figurative language used.
Mingmei performed well on the objective assessment but struggled significantly with the performance assessment. The first aspect that does not meet her learning needs is the use of the rubric on the performance assessment. The rubric showed that Mingmei was unable to use punctuation and capitalization correctly, which counts for two-thirds of the performance assessment and cannot represent a true account of her ability to use and identify figurative language. To remedy this situation, I would remove the portion of the rubric that provides scores for punctuation and capitalization. In doing so, Mingmei will be solely assessed on the criteria pertaining to the use and identification of figurative language. This modification aligns with her ELLSEP under the testing modifications of requiring only selected test items. By removing these items, the teacher would have a better understanding of Mingmei’s ability to comprehend and retain the content skills. Mingmei could focus more on her ability to understand the content rather than worrying about proper sentence structure. Furthermore, removing a portion of the rubric would improve her score from a 42% to a 75%, which supports the grade that she received on the objective section of the assessment and proves that she was able to grasp the concepts taught. Another aspect that does not meet Mingmei’s learning needs is the written portion of the performance assessment. Even though her WIDA level is shown as expanding, Mingmei still shows a deficit in written English communication. To better align with Mingmei’s learning needs, I would modify the format of the test by allowing Mingmei to answer in short phrases rather than have her focus on complete sentences. While it is important that Mingmei learn to write and communicate in complete sentences, it is not necessary for this assessment and was not
addressed as part of the lesson. Mingmei would still be required to identify what type of figurative language she is using, which appears to be a skill that she is capable of accurately accomplishing. This modification aligns with her ELLSEP under the testing modification criteria that allows for using a modified testing format. By using this modified assessment, the teacher would be able to gather an accurate assessment of her current level, and Mingmei would show significant achievement in the content area. Allowing her to simply compose phrases rather than complete sentences, Mingmei will be able to demonstrate her understanding of figurative language without having to focus on whether her thoughts are being correctly structured into sentences. It was obvious from the objective assessment that Mingmei has a solid grasp on the concept, and she will benefit academically from this assessment modification.
