In our adult ESL program, we use a variety of assessments to evaluate student learning. During the last week of the semester, our teachers and ESL students work together to review these assessments and jointly determine whether the students have met the exit criteria for their levels.
In this article, you can read about our next-level placement process. You can also download and revise our End-of-Semester ESL Student Evaluation reports which are designed to engage the students in self-evaluation and allow them to participate in the next-level placement process. Read on! Lead on!!In their article “STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS” Carol Rolheiser and John A. Ross write, “Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation.”
At NMUSD Adult School, we are intentional about providing students with opportunities for self-evaluation. Indeed, self-evaluation is built into our next-level placement process.
NMUSD Adult School next-level ESL placement process:
At the beginning of and throughout the semester, the teacher and students review together the exit criteria for their level, as written in the NMUSD Adult School course outline for that level.Example of ESL Beginning Low exit criteria:
Evaluation is based on multiple assessments: the standardized CASAS reading tests, curriculum-based unit tests, the standardized curriculum-based exit exam, class work, oral participation and projects. Students will be exited from Beginning Low when they meet the following criteria:þ Score 191 or higher on the CASAS Testþ Score 65% or higher on the Curriculum-based Exit Examþ Master the language skills criteria of the ESL Model Standards for Beginning Low (see IV)
You can download, view and edit our NMUSD Adult School ESL course outlines for all seven levels by going to Course Outlines in the right-hand sidebar of this blog.
Throughout the semester, teacher and students monitor the students’ results on formative assessments, such as: end-of-unit tests, CASAS pre-tests, oral participation, homework and class projects. At NMUSD Adult School, teachers and students use these results to “modify the teaching/learning process for the enhancement of the educational process of every student.” WASC criteria D1
Using the below progress-report templates, teacher and students review student scores on the summative assessments: standardized CASAS reading post-test and the standardized curriculum-based exit exam. The progress report allows the students to see their scores in the context of the expected range for their level. The report gives the students the opportunity to reflect on their own progress toward achievement of the ESLRs and the academic standards for their level. You can view, download and edit our End-of-Semester ESL Student Evaluation Templates here:
Together, teacher and students complete the TOPS Update form to meet to meet state and federal reporting requirements.Here’s a copy of the TOPS Update form to project on your SMART Board.
Here are our TOPS Update instructions for completing the TOPS Update:
Here’s an example of our timeline:
Here’s a Spanish Translation of Field 9 of the TOPS Update for our lower-level ESL students:
Our ultimate goals are to teach students how to assess their own progress and strengthen their sense of self-efficacy…two principle goals in adult education.