Assessing the Learning University of Phoenix(USE AS GUIDE ONLY)

Assessing the Learning University of Phoenix(USE AS GUIDE ONLY)

Assessing the Learning University of Phoenix(USE AS GUIDE ONLY)

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Running head: ASSESSING THE LEARNING
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Assessing the Learning
University of Phoenix
ASSESSING THE LEARNING
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Abstract
This research-based proposal uses the framework of developmental formative and summative
assessment fitted to the Structured English Immersion (SEI) classroom as a preparation for the
Arizona English Language Learner Assessment (AZELLA) assessment. The special
instructional environment in Arizona suggested this assessment model follow Kolb's experiential
learning model (Knowles et al., 2005). Through this assessment design, recommended strategies
measure student language development through formative and summative assessment. The
development and measurement of the student remains central to this assessment strategy and
enables the student to attain the cognitive and performance function desired (Angelo & Cross,
1993).
Keywords: Arizona English Learner Assessment (AZELLA), English Language Learner (ELL),
Structured English Immersion (SEI).
ASSESSING THE LEARNING
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Assessing the Learning
The challenges of multiculturalism in Arizona created a unique setting in which a voter
proposition mandated constructivist educational strategy through SEI (Appendix; Wightman,
2010). Arizona SEI requires a minimum of four daily hours of English only instruction for up to
one school year (Rios-Aguilar, Gonzalez-Canche, & Moll, 2010). According to Rios-Aguilar et
al. (2010), this instructional environment isolates Hispanic students from English-speaking peers
in a setting where instructors model excellent English language practices through grammar,
reading, speech, and writing. This immersion practice exemplifies research-based instructional
practice that creates learning transfer through conditions that correlate procedures and tasks
(Friedman, Harwell, & Schnepel, 2006).
This special instructional environment creates the need for specific assessment strategies
that measure language development through formative and summative assessment. Formative
assessment strategies require diagnostic measures, procedures, and questions that enable the
improvement of instruction and learning (Hunt, Wiseman, & Touzel, 2009). This formative
assessment, according to Hunt et al. (2009), needs to reinforce the goals and objectives of the
instructional plan to enable alignment between the instructional and learning goals. The
summative assessment strategies exist in contrast to the formative strategies because they
measure student performance of the learning goals (Hunt, et al., 2009). This summative
assessment strategy proves the student attained the cognitive and performance function desired
and quantifies the instructional methods without bias (Angelo & Cross, 1993). The combination
of formative and summative assessment strategies presented in this assessment plan enable
confidence in the achievement of English Language Learning (ELL) in the SEI environment.