Using the list of accommodations from the report that is due at the beginning of the course and an actual unit exam, mid-term exam, or final exam, write a two-part critique on the accommodations and a

LASA 1: Accommodations & Assessment Modification Critique—Using the list of accommodations from the report that is due at the beginning of the course and an actual unit exam, mid-term exam, or final exam, write a two-part critique on the accommodations and assessment modifications that need to be made for ELLs Use the following guidelines to complete this LASA:

Part I: Accommodations—Using the list of accommodations from the report assignment, write a critique about each accommodation. The critique should include the following: (a) an explanation of the accommodation, (b) rationale for the accommodation, (c) any research that supports the accommodation, and (d) practical effectiveness of the accommodation. For example, most states require that ELLs are given additional time on examinations. Your critique would include the amount of time given to mainstream students in comparison to the extended time, why additional time is needed, research that supports extended time or “wait time,” and your opinion about its effectiveness or practicality in an instructions setting given the many restraints faced during testing time.

Part II: Assessment Modification—Using a chapter, unit, midterm, or final exam, write a critique that shows the appropriate modifications for ELLs at all levels (beginner, intermediate, and advanced). Modifications must be made to the (a) instructions, (b) actual test items, and (c) the scoring guide/rubric. This part of the critique should also list the accommodations discussed in part one and why you selected those particular accommodations. Format and page length for part two of the critique will vary. Be sure to attach the original exam/test as an appendix of the paper.

Campus	Student Name	Faculty Name	Date

Argosy University College of Education Rubric LASA 1 Accommodations & Assessment Modification Critique
Criteria	Unsatisfactory	Emerging	Proficient	Exemplary	Score
Content: Accommodations Identified PO 2a, 2b, 3, 4 CF 1, 3	Accommodations that are listed are explained but have no research or rationale.	Accommodations are given with explanation, rationale; however, research and practical effectiveness is vague.	Accommodations are given with all parts of the critique presented adequately.	Critique contains all areas, explanation, rationale, research, and effectiveness. Additionally, course discussion and readings are presented to formulate a comprehensive critique.	WEIGHTED BY 11 Please Circle One 1 2 3 4 1<33 2=34-37 3=38-42 4=43-44
Effectiveness of accommodations PO 1, 4 CF 2, 3, 4	No opinion related to the accommodations’ effectiveness or practicality in an instructions setting is provided.	Opinions related to the accommodations’ effectiveness or practicality in an instructions setting are provided. Personal bias is evident in the discussion and effects the selection of accommodations.	Opinions related to the accommodations’ effectiveness or practicality in an instructions setting are included. Personal bias is evident but has a minimized impact on the selection process of the accommodations	Opinions related to the accommodations’ effectiveness or practicality in an instructions setting are thoughtful and take into consideration the multiple aspects of the classroom and larger society. Personal bias is acknowledged but the steps taken to minimize the impact on the selection process of the accommodations are identified and discussed.	WEIGHTED BY 8 Please Circle One 1 2 3 4 1<24 2=25-27 3=28-30 4=31-32
Content: Modification to Selected Test or Assessment PO 1, 2a, 2b, 4 CF 1, 3	Modification to original assessment is weak or vague. Not all levels of proficiency are discussed.	Not all guiding questions are addressed. Author does not elaborate on observed lesson. Minimum requirements are met.	Guiding questions are addressed. Analysis of lesson is adequate.	Guiding questions are clearly addressed. Analysis contains reflective and insightful observations about teaching. Author is analytical and includes supporting research.	WEIGHTED BY 11 Please Circle One 1 2 3 4 1<33 2=34-37 3=38-42 4=43-44
Rationale for Selection PO 4, 5 CF 1, 2, 3, 4	No rationale is provided related to the accommodations selected.	For some of the identified accommodations, a rationale is not included or does not provide a complete explanation.	Rationale for selection of each accommodation is included and appropriate	An in-depth rationale for selection of each accommodation is included and appropriate. The rationale includes a description of the impact that the specific ELL needs, the type of assessment selected, and the setting for the administration of the assessment has on the selection process.	WEIGHTED BY 8 Please Circle One 1 2 3 4 1<24 2=25-27 3=28-30 4=31-32
Writing Mechanics Spelling Grammar & Flow APA Style & Format CF 1, 2	Paper contains numerous errors in spelling, grammar, and/or sentence structure that makes understanding the logic of the paper extremely difficult. APA Manual conventions are not followed consistently.	Errors in spelling and grammar exist and present some issues related to understanding all elements of the paper. APA conventions are followed. However, some mistakes are evident.	The paper follows normal conventions of spelling and grammar throughout. Errors do not interfere significantly with comprehension. APA style, conventions, and format are used consistently throughout the paper.	The paper is error free in terms of mechanics. Transitions help establish a sound scholarly argument and aid the reader in following the writer’s logic. The paper is consistent with the APA Manual throughout with little to no errors and would meet the guidelines for a professional publication.	WEIGHTED BY 7 Please Circle One 1 2 3 4 1<20 2=21-23 3=24-26 4=27-28
				Total	180 points
Comments:				Total Score=180 Unsatisfactory<136 Emergent=137-156 Proficient= 157-174 Exemplary=175-180