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Assessing ELL Students in Mainstream classrooms (guidelines to consider…
Assessing ELL Students in Mainstream classrooms
ELL's are disadvantaged if assessment, evaluation, & the curriculum don't make allowances for their distinctive differences
ELL's come in a wide range from those who were still emergent readers in their first language, to those who were already proficient
most effective type of assessment for ELL's are performance based assessments such as observations, journals, portfolios, & self assessment
guidelines to consider when assessing ELL's
all of the ELL students should be assessed differently depending on their needs
Never make assumptions about students previous knowledge
ELL students fall into 4 different categories, depending on prior experience with second language
Teachers can us e predictability logs to help them understand more about their students' experiences with language in their past
Use a multi-dimensional approach (Howard Gardner's 8 intelligences) when assessing, or at least provide an alternative form of assessment
Many different ways to modify assessments so that they are conducive to all students
the book offers all kinds of suggestions on how to offer alternatives
have students write & read their language stories that are unique to them & assess their language skills during that as a form of assessment
offer students ways to show & practice knowledge in non-language-dependent ways like Venn diagrams, charts, drawing, etc
involve students in performance assessment tasks
assess language in nonthreatening ways like participation
teachers can help develop reading strategies that they themselves can become the assessment
Effective teaching is the key to the sustained achievement of all students
teacher's ability to meet the needs of all students at all points in the educational continuum
tailor instruction that meets the needs of all levels of ELL students
need to understand child's background & literacy level in order to help