Candidates know and use a variety of standards-based language proficiency
instruments to show language growth and to inform their instruction. They demonstrate understanding of their uses for identification, placement, and reclassification of ELLs. Candidates are familiar with national and state requirements, procedures, and instruments for ELL identification, reclassification, and exit from language support programs. They use criterion- and norm-referenced language proficiency instruments effectively and appropriately. They design assessments that measure students discrete and integrated language skills and their ability to use social and academic language in a range of contexts. They use formal and informal test results to inform their instruction. They teach effective test-taking strategies. The artifacts for Standard 4.b are two rubrics I use daily in the classroom during Socratic Seminar with my students. For the period of Socratic Seminar, students engage in an oral discussion on a read aloud story. Before I started using the oral presentation rubrics, I noticed that the verbal feedback students received from one another and myself was not being implemented. This made me realize, that I needed to change the way my students were receiving feedback if I wanted to see a difference. Therefore, I decided to use two presentation rubrics during oral discussions. One rubric is a quick self-assessment for the presenters. This rubric helps students evaluate their own effort in participation for discussions. The second rubric is filled out by the observers, which are students and the teacher. This rubric includes an evaluation on eye contact, voice, body language and preparation. Presenters are graded from 1-4. My class has been using these rubrics for three weeks now. The use of these rubrics has helped my students and myself see a growth in their oral discussions. They have helped built self-esteem and self-awareness in each of my students. Also, it has helped me keep track of each students oral progression.
I had an informal observation done by my principal, and received great feedback
on the use of these rubrics. He was very pleased to see the evidence of student feedback done by students and myself. Something I ask students to do daily is to staple their feedbacks and their own rubrics, inside their notebooks. On Fridays students take 5 minutes to reflect by writing how their feedback changed throughout the week, if they reach their goal (the goal they set the week before), and what they need to work on. My principal was so pleased with the results of these rubrics that he asked me to share it with all the elementary teachers at our school.