Assessment
Domain 4: Assessment
This domain tests how you use assessment to identify proficiency, inform instruction, and avoid misclassification. Expect items on formative assessment, language versus content scores, accommodations, and bias.
Core concepts
- Formative assessment is ongoing evidence used to adjust teaching; summative assessment measures outcomes.
- Language proficiency tests such as WIDA ACCESS and screeners measure English development; content tests measure subject knowledge. A low score may reflect language demand, not lack of content knowledge.
- Validity and reliability: a test must measure what it claims and do so consistently.
- Accommodations such as extended time, a glossary, or read-aloud of directions reduce language barriers without changing the construct being tested.
- Performance tasks, portfolios, and rubrics can capture what traditional tests miss.
- Feedback should be specific, timely, and focused on the learning goal.
- Disproportionality: multilingual learners are sometimes over-referred to special education; rule out language acquisition and interrupted schooling first.
Worked example
A newcomer scores at the 10th percentile on a timed English reading test. A weak response places the student in a low reading group. A stronger response notes that the test measures English reading proficiency under time pressure; the team uses a home-language assessment, an oral reading sample, and a visual content task. The reasoning: the score is valid for English reading but not for overall academic ability. Instruction targets both English literacy and content concepts.
Traps that cost marks
- Treating one score as a complete picture.
- Confusing proficiency with achievement.
- Using accommodations that change the construct being tested.
- Over-identifying ELs for special education without ruling out language and schooling factors.
- Giving feedback that is only a grade.