Considerations When Constructing an Assessment

English Language Learner Considerations

Overall Considerations:

Focus on key concepts or main ideas, avoid questions asking for discrete information
Grade content vs. mechanics
Provide students with ideas on test-taking strategies and provide practice on various testing formats ahead of time
Use hi lighter or marker to identify key words, phrases, or sentences
Tape record directions/tests/quizzes for the students
Tape record materials for the student to listen to as he/she reads along
Outline reading material for the student at his/her reading level, emphasizing main idea
Make all or part of the exam oral if applicable
Reduce the number of problems on a page
Use language stems for open ended questions
On multiple choice avoid "a, b, and c" or "none of the above"
Provide manipulative objects for the student to use when solving math problems

Scaffolds by Instructional Level

ELD Level	Scaffolds by Instructional Level	Scaffolds for All Levels
Emerging	Access to text, video, and/or instructions in home language, as well in English Sentence frames to help ELs respond to text-dependent questions posed or use fill in the blank. Word walls and work banks (with pictures) Simplify the Language being used on the assessment (instructions and questions)	extra time or shorter time over a few days to prevent test exhaustion shorter response reduce choices (matching or multiple choice) open-note/book test (if applicable)
Expanding	Access to text, video, and/or instructions in home language, as well as in English, as appropriate. Sentence Stems Word walls and banks (with pictures)
Bridging	See Scaffolding for all levels

Techniques: Use alternative assessment strategies for English Language Learners-

1. Non-Verbal

Physical demonstration (point, gesture, act out, thumbs up/down, nod yes/no)
Picture products (manipulate or create drawings, diagrams, dioramas, models, graphs, charts, label pictures, keep a picture journal they can reference)
KWL charts using pictures or native language (formative)

2. Oral and Written Strategies

Interviews, oral reports, role plays using visual cues, gestures, or physical activities
Describing, explaining, summarizing, retelling, paraphrasing
Thinking and learning logs
Reading response logs
Writing assignments
Dialogue journals
Audio or visual recordings or students
Portfolios

Universal Design for Learning Considerations

(Tap into students' interested, challenge them appropriately, and motivate them to learn)	Connect assessment items to the real world or things that relate to them (ex in science: phenomena) Provide choice in how they answer a question (essay, create a short play, create a video response)
(present ideas in multiple ways)	Give instructions verbally (might be taped ahead of time) and in writing Give alternatives to auditory (speech to text, visual diagrams, charts, provide written transcripts of videos, or closed captioning) Provide alternatives for visual (provide descriptions text or spoken for all images, graphics, visuals, or animations, use touch equivalents (tactile graphics or objects as a reference). Provide alternatives for text (translated for some students to have access to content) Display information can be varied, size of text, font, use of headings, images, graphs, tables, layout, or color is used for information or emphasis Share Rubric to clarify expectations (rubrics with examples of what constitutes quality work)
(provide students with multiple ways to express their comprehension and mastery of a topic)	Allow students to submit assignments electronically or through paper Provide alternatives for showing mastery of content (writing, speech, drawing, comics, storyboards, film, music, dance/movement, visual arts, sculpture, video) Tools for construction and composition: spellcheckers, grammar checks, text to speech, calculators, sentence starters, outlining tools/graphic organizers)

Cognitive Rigor Matrix Considerations

(Combines Blooms and Depths of Knowledge)

What is the Cognitive Rigor Matrix?

The following charts combine Bloom's taxonomy and Webb's Depth of Knowledge into a single chart called Cognitive Rigor Matrix. The charts provide a comparison of varying levels or depths of knowledge related to practices within each discipline.

How do I use the Cognitive Rigor Matrix?

Use a range of Depth of Knowledge. If you are only assessing the highest DOK level you will miss out on opportunities to know what students do and don't know. Go for a range.
Planning formative assessment strategies and tools can focus on differing DOK levels.
Performance assessments can be offering a variety levels of DOK embedded in larger, more complex task.

Rigor Matrix Specific to Each Content:

Spanish versions from above