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Assessment Modification for English Language Learners in an 8th Grade English Class, Thesis of Management Accounting

University of Phoenix (UOPX)Management Accounting

Modifications made to a summative assessment for two English Language Learners in an 8th grade English class. The modifications were made to address the students' learning needs and language proficiency levels. an analysis of the original assessment, identifies challenging areas, and proposes modifications to improve the students' performance. The modifications align with the students' English Language Learner Student Education Programs and aim to provide proper material support and accommodation to access grade-level content.

Typology: Thesis

2023/2024

Available from 01/16/2024

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Running head: JMM2 Task Two: Assessment Modification

KBT2, Differentiated Instruction, Task 2

Western Governors University

Introductio

n

The instructional setting addressed is an 8th grade English class of 30 students from

Elm Community School. The topic of study in this lesson plan is Figurative Language, which

is part of a larger literary unit where students have learned about plot elements, character

motivations, setting, and themes. In this lesson students are expected to distinguish between

literal and figurative language, providing examples of figurative language and identifying the

seven types of figurative language. I will be reviewing the summative assessment of Vincente

Flores and Mingmei Zhang—both with English Language Learner Student Education

Programs (WGU, n.d.)—and identifying challenging areas based off of their learning needs.

Aspects of the Summative Assessment for Vincente

In this summative assessment there are two sections: objective and performance. In

the objective (multiple choice) section, students are to choose the correct type of figurative

language used in each of the ten given sentences, choosing from four options. In the

performance section, students are to write three original sentences showing examples of

figurative language, as well as correctly identify what type of figurative language they used.

Following a rubric for this section, students are to write one sentence about a person, one

sentence about a place, and one sentence about a thing—and use correct punctuation and

capitalization.

Discover Thesis of Management Accounting University of Phoenix (UOPX)

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Running head: JMM2 Task Two: Assessment Modification KBT2, Differentiated Instruction, Task 2 Western Governors University Introductio n The instructional setting addressed is an 8th grade English class of 30 students from Elm Community School. The topic of study in this lesson plan is Figurative Language, which is part of a larger literary unit where students have learned about plot elements, character motivations, setting, and themes. In this lesson students are expected to distinguish between literal and figurative language, providing examples of figurative language and identifying the seven types of figurative language. I will be reviewing the summative assessment of Vincente Flores and Mingmei Zhang—both with English Language Learner Student Education Programs (WGU, n.d.)—and identifying challenging areas based off of their learning needs. Aspects of the Summative Assessment for Vincente In this summative assessment there are two sections: objective and performance. In the objective (multiple choice) section, students are to choose the correct type of figurative language used in each of the ten given sentences, choosing from four options. In the performance section, students are to write three original sentences showing examples of figurative language, as well as correctly identify what type of figurative language they used. Following a rubric for this section, students are to write one sentence about a person, one sentence about a place, and one sentence about a thing—and use correct punctuation and capitalization.

In reviewing Vincente’s assessment, he correctly answered 6 out of 10 on the objective section. In the performance section, Vincente used the correct sentence forms, but no sentences used or identified figurative language correctly. One aspect of the assessment that might have made it challenging for him in the objective section, based off of his level of language proficiency (Emerging), is that he is able to process and understand general language relating to the content in phrases or short sentences. Because of his limitations in understanding the language, he needs the assessment simplified and/or have the test read to him. As he read through the sentences, Vincente may have guessed on multiple questions. One aspect of the assessment in the performance section that might have made it challenging for him is that he may not have had enough practice or understanding of the figurative language terms to be able to produce examples himself. He was able to provide examples but not match up with a correct identification for each. Modifications of the Summative Assessment for Vincente The modification for Vincente’s summative assessment that I would make for his challenge with the multiple-choice questions is reading the questions to him and having him choose 5 out of the 10 questions to answer—whichever he feels most confident in. This modification would be meeting his testing needs from his ELLSEP to have the test read to the student and to shorten the test length, only requiring selected items. The modification I would make for his challenge with the performance section, creating his own example sentences and correctly identifying them, is to have Vincente orally produce two (instead of three) original sentences, correctly using and identifying the two types of figurative language used. He may practice writing the sentences prior to

As mentioned, Vincente’s performance section modification allows him to write out the sentences he comes up with and then recite them orally so he can hear whether or not his sentence sounds like the figurative language he is trying to use. He is able to choose the two figurative language forms he feels most confident in and produce example sentences using both, without the pressure of the third sentence that may add confusion—his time can be focused on just the two sentences. Aspects of the Summative Assessment for Mingmei In reviewing Mingmei’s assessment, she correctly answered 8 out of 10 on the objective section. In the performance section, she used punctuation and capitalization incorrectly in all three sentences, thus showing that she doesn’t yet understand correct sentence structure. Mingmei correctly identified 2 out of 3 figurative language used in the sentences. While she was proficient in the objective portion in understanding figurative language examples, one aspect of the assessment from the performance section that might have made it challenging for her, based off of her level of language proficiency (Expanding), is the expectation to produce three original sentences without an example or proper demonstration of sentence structures. Mingmei either doesn’t quite understand capitalization and punctuation, or did not look at the rubric to have an understanding of expectations. Another aspect of the assessment in the performance section that might have made it challenging for Mingmei is that she may have misinterpreted some of the directions and explanations in the rubric. Although Mingmei has expanding language proficiency and understands most oral and written sentences, she requires directions to be concrete and utilize multiple modalities , (Mingmei’s ELLSEP). Modifications of the Summative Assessment for Mingmei A modification that I would make for Mingmei’s assessment to address the challenge of providing three original sentences using correct capitalization and punctuation is to provide her with a flashcard with a couple of examples and nonexamples of correct sentence

structure, (i.e. Example: The flower is like a tree. Nonexample: the flower is like a tree ). This would be a modification or an aid to her misunderstanding of correct capitalization and punctuation in a sentence. The modification I would make for Mingmei to be able to understand the directions and rubric is to allow her to use her bilingual dictionary or any notes of vocabulary that she has learned in class to assist her in deciphering directions better. I would also read the rubric to her and make sure she has a clear understanding of what is expected. How the Modifications Align to Mingmei’s ELLSEP The first modification for Mingmei aligns with her ELLSEP because she is being provided with proper material support in producing sentences individually and it is a way to demonstrate concepts, (Mingmei’s ELLSEP). This is also a way to create an alternative assessment by allowing her to match up her own sentences with the example sentences on the flashcards; thus, deciding if she understands what correct capitalization and punctuation look like. The other performance modification for Mingmei aligns also with her ELLSEP because accommodation listed is allowing her to use bilingual dictionaries or language learner dictionaries and these materials will support Mingmei in accessing grade-level content. Reading the rubric to her in concrete details will also enable her to continue developing academic language (understanding sentence structure and vocabulary required for the assessment) and organize critical information , (Mingmei’s ELLSEP). Improving Performance for Mingmei Mingmei did well in identifying which figurative language she used so if she was being graded solely on that portion of the rubric, her grade would reflect her understanding better. Since she lost so many points for not using correct capitalization and punctuation,

Assessment Modification for English Language Learners in an 8th Grade English Class, Thesis of Management Accounting

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