Two frameworks influence language proficiency assessment processes including planning curriculum, assessment, and instruction.
The main elements of the system include English language proficiency standards, language domains, grade level clusters, and language proficiency level. The Language Proficiency Standards reflects the dimensions of acquiring second language anticipated from English language learners in grade levels K-12. Among the five English Language Proficiency Standards, each standard is set to deal with particular contexts namely social and instructional settings, mathematics, social studies and science (Blagojevich, Ruiz & Dunn, 2004).
Each individual proficiency standard includes four-language domains namely listening, reading, speaking, and writing. In listening, people should process, interpret, and evaluate spoken language in various situations. In speaking, students should engage in oral communication while reading ensures processing, interpretation and evaluation of written language (Blagojevich, Ruiz & Dunn, 2004). Finally, writing ensures students engage in written communication in various situations.
The third element, The Language Proficiency Levels and Performance Definitions, outlines the progression in language development in the acquisition of English as an additional language through five a five-stage process including entering, beginning, developing, expanding, and bridging (Blagojevich, Ruiz & Dunn, 2004). These processes synthesize model performance indicators in each language proficiency level. Finally, the final elements, Model Performance Indicators are measurable indices of the language domains targeting the age and developmental levels of English Language Learners (Blagojevich, Ruiz & Dunn, 2004). These are examples drawn from experiences in other language proficiency assessments and used to augment other systems to improve language proficiency.
According to the checklist, assessment problems may emerge in