Candidates understand that some classroom reading techniques such as independent oral reading may be uninformative or misleading as assessment tools for ESOL students who may be overly concerned with the pronunciation demands of the task and pay less attention to comprehension. Rubric for Standard 4.b. Language proficiency assessment These rubrics are additive. Performance Indicator Approaches Standard Meets Standard Exceed Standard 4.b.1. Candidates inform and involve parents in program decisions for ESOL students.
Candidates share their knowledge and expertise with their colleagues.
Candidates use norm-referenced tests for a variety of purposes and consider their weaknesses as well as their strengths for ESOL students. Candidates share this knowledge and experience with their colleagues. Understand, develop, and use criterion-referenced tests with ESOL learners for a variety of purposes. Candidates understand the nature of criterion-referenced tests, but have little experience in developing or using them in the classroom with ESOL learners. Candidates construct criterion-referenced tests and other measures that accurately and consistently measure ESOL students' language and content area learning.