KBT2 Task 3.0
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School
Western Governors University *
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Course
C226
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
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5
Uploaded by pkelly6
Assessment Modification KBT2
Task Three
Patrick Kelly
WGU Washington
Introduction
The instructional environment consists of thirty 8th grade pupils within an English class. There are 16 males and 14 females. 2 of the pupils are English Language Learners with 1 speaking Chinese named Mingyu Wong and 1 speaking Spanish named Vincente Flores. The class is a mix of culturally diverse pupils and ability
levels.
The English assessment is on Figurative Language happening in the 3
rd
month of the school calendar year and is the final part associated with a bigger unit on Literary Analysis and Response. Pupils have been taught and learned about figurative language which includes: alliteration, hyperbole, metaphor, and simile. On the assessment, pupils are identifying figurative language in sentences and also need to generate their own.
Learning Outcomes
Learning outcomes data is based on summative assessment objective section where pupils are identifying 7 figurative languages which include: alliteration, metaphor, oxymoron, personification, onomatopoeia, simile, and hyperbole. 2 figurative language, oxymoron and also alliteration are represented as answers more than one time, indicating there's a focus on these 2 figurative languages.
Additionally, in the overall performance section of the summative assessment, pupils are creating examples of figurative language and determine the figurative language being used. Based on the rubric, pupils will be checked for using capitalization and punctuation correctly.
Assessment Modification
According to the English Language Learner plans for Vincente and Mingyu, they've exactly the same assessment accommodations. The assessment accommodations for both pupils includes enabling the pupil to answer orally, use multiple choice format, read the assessment to the pupil, make modifications to the format, reduce test length, require only selected assessment items, and make a different assessment. Mingyu Wong is a level four English Language Learner, which means she needs less accommodations to achieve success with her learning outcome goals. Vincente Flores is a level two English Language Learner thus he's lower in his English speaking as well as reading skills.
The assessment is formatted to be multiple choice which meets one of the accommodations for both pupils. Mingyu won't have the need for added modifications to the objection section of the assessment because of her performance on the multiple-choice portion where she scored 80 %. On the other hand, 60 % was scored by Vincente on the multiple-choice portion of the assessment providing crucial data that he will need additional accommodations. A modification, primarily based on the English Language Learner plan, which could aid Vincente will be limiting the quantity of answer choices and supply a bilingual component which could include a dictionary in Spanish or bilingual assessment. An additional modification which is used often is reading the assessment to the pupil, which would be helpful to Vincente’s success.
Looking at the outcomes of the overall performance part of the summative assessment, both pupils scored a lot lower when compared to the majority of their peers. I'd recommend modifying this particular portion of the assessment primarily based on their English Language Learner plans for accommodations by providing them with 3 distinct sentences that has been identified as 1 of the 3 figurative language examples and then ask both pupils to fill in the missing blanks to finish the example. Furthermore, I’d recommend taking out the element in the rubric for punctuation and also capitalization as a result of it not being the primary objective of the assessment.
Justification
The Interstate Teacher Assessment and Support Consortium standard five assessment says that instructors are to utilize several strategies for assessments and monitor learner progress to guide their decision making (Cooper, 2011). During assessments, Vincente and Mingyu spend additional time interpreting and translating each and every item they read as English Language Learner pupils. Mingyu is 2 levels ahead in English language skills than Vincente primarily based on their English Language Learner levels. For this reason, Mingyu will have less accommodations and less often when compared to the needs Vincente. The multiple choice format accommodation was adequate for Mingyu over the objective component of the assessment. Mingyu performed pretty well, properly identifying the majority of the figurative language examples satisfying the learning objective.
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However, Vincente just scored sixty % on the objective portion of the assessment indicating he struggled to determine 7 different figurative language examples. By lessoning the answers choices, Vincente is going to have to translate and process less. This supports Vincente in being capable to finish the assessment at a
faster pace as well as him having extra time to think through the answer options as he translates and interprets what is being read. Furthermore, by reading the assessment to him, Vincente is going to feel much less pressured and should help improve is score and overall performance.
Both Vincente and Mingyu performed lower on the overall performance part of the assessment. Having pupils with a language barrier create examples was proven to be a challenging task. By providing the pupils with the figurative language to use and fill in the missing portion of the sentence, it is going to have them demonstrate their comprehension and knowledge of the learning objective without the strain of translating so many words. Vincente and Mingyu scores also will improve after the portion of the rubric, correct capitalization
and punctuation is taken out. These modifications are a part of their English Language Learner plan to enable them to achieve success and support them by improving their scores on the assessment.
References
Cooper, J. M. (2011). Classroom teaching skills
. Belmont, CA: Wadsworth/Cengage Learning.