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Assessment of English Language Proficiency :pencil2: - Coggle Diagram
Assessment of English Language Proficiency
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Different Forms of Measuring Student's Academic Ability
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Testing
: administration of tests to measure of a student's ability at one particular time
Administered by powerful institutions
Test taker have little power
Norm-referenced test:
comparison of a student's score to those of other students
Criterion-referenced test:
determines of much a student has learned by tallying how many questions are answered correctly
Assessments
: Process of collecting and analyzing a wide variety of data from students that provides evidence of their learning and growth over an extended period
Dynamic Assessment
: A sociocultural view that emphasizes that teaching and learning are an inherent part of all assessments
Summative Assessment
: summary of what a student knows and can do
Formative Assessment
: Provides info to a teacher about how a student is doing and what modifications may be needed in instruction
Testing Requirements for ELLs
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The Joint Standards recognizes that a test written in English and that is given to an ELL becomes a language test
Declares that test norms based on the scores of "native" speakers of English should not be used with students who first language is not English
Attempt to solve this is through
universal design
Approach to test design that seeks to maximize accessibility for all targeted test takers
Content-Area Testing
Determine students' abilities in a particular subject
Accommodations are given to ELLs so that they may take the test as best as they can
Language Proficiency Testing
As required by the ESSA, ELLs are assessed annually for their English language proficiency
Results determine whether or not student is considered fluent in English and no longer require language services
Challenges surrounding testing of ELLs
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Accommodations in student's native language
Not always feasible due to the amount of time and resources that this requires
Many ELLs are not literate in their home language
Simplified language/Linguistic Simplification
Texas, for example, only does this when it is specifically requested by the ELL
Not enough research to conclusively say if this accommodation is successful
False understanding that language development is developed linearly
A language proficiency test does not fully capture a student's understanding of English
Based on so many other things such as context, whom we are interacting with, what we are communicating, and why
Alternative Modes of Assessment
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Observation: The teacher can observe the ELLs around the room and carry to checklist
Assess if the students are reaching the expectations/goals
Portfolio Assessment: Created by the students under a specific topic/content area
A way for students to demonstrate evidence to themselves, and the teacher, the progress that they have made throughout the year
Multiple Measures
: Important for teachers to use a variety of different methods to assess their students