Official Course Description: MCCCD Approval: 03/23/04
EDU246 20044-20065	LEC	3 Credit(s)	3 Period(s)
Teaching and Assessment of English Language Learners (ELL)
Teaching and assessment of English Language Learners (ELL). Covers differentiated instruction, special education needs vs. language needs, learning environments in multilingual and multicultural classrooms, identification, exiting, and ongoing assessment of student learning. Legal issues and historical perspectives also covered. Linking assessment to instruction and the review of methods and techniques employed for language and academic assessment included. Standards emphasized. Prerequisites: EDU225 and must hold a provisional or standard elementary, secondary or special education teaching certificate.

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MCCCD Official Course Competencies:
EDU246   20044-20065	Teaching and Assessment of English Language Learners (ELL)

1.	Summarize federal and state mandates for the teaching and assessment of English Language Learners (ELL). (I)
2.	Summarize the practice of differentiated instruction. (II)
3.	Explain assessment reliability and validity. (II)
4.	Explain the issue of bias. (II)
5.	Summarize the process of administrating language tests. (II)
6.	Identify instruments used to assess students for placement in ELL programs. (III)
7.	Evaluate ELL assessment files. (IV)
8.	Identify the components of the learning environment of multilingual and multicultural classrooms. (V)
9.	Develop assessments that are linked to instruction. (V)
10.	Compare and contrast the various uses of assessment and their role in the education of ELL. (VI)
11.	Develop teaching and assessment techniques to match the Teachers of English to Speakers of Other Languages (TESOL) standards and state standards in language arts. (VII)
12.	Summarize the role of parents. (VIII)
13.	Explain the cultural aspects of teaching and assessment. (IX)
14.	Review current research in the area of assessment. (X)

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MCCCD Official Course Outline:
EDU246   20044-20065	Teaching and Assessment of English Language Learners (ELL)

I. Overview of Teaching and Assessment A. Historical Perspective B. Federal Laws C. Supreme Court Cases D. State Mandates II. Concepts/Issues A. Terminology B. Differentiated Instruction C. Reliability and Validity D. Examination of Test Protocols and Manuals E. Issue of Bias F. Over Representation in Special Education G. Under Representation in Special Education III. Assessment Instruments IV. English Language Learner (ELL) Assessment Files A. Home Language Survey B. Placement Tests C. Ongoing Assessments of Learning D. Exit Data V. Linking Assessment to Instruction A. Importance of Method Match B. Multilingual Classrooms C. Multicultural Classrooms D. Multiple Measures E. Portfolios F. Multiple Intelligences VI. Uses of Assessment A. Placement in ELL Programs B. Exiting Criteria C. Measuring Academic Progress D. Placement in Special Education E. Evaluation of Programs VII. Teachers of English to Speakers of Other Languages (TESOL) and State Standards A. Evaluation B. Reflection of Standards in Teaching C. Reflection of Standards in Assessment Practice D. Curriculum Evaluation VIII. Role of Parents A. Notification B. Partners IX. Cultural Aspects A. Overview B. Influence C. Teaching D. Assessment X. Research A. Current Practices B. Future

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