Assessment of English Language Learners Insert Customer Name Insert Course Name Insert Tutor Name 26 August 2012 Abstract This paper is about assessment of English language learners. It explains the benefits and drawbacks of the currently used English language proficiency test…
This is done to improve the ability of a test to achieve the required outcomes with little or no drawbacks. Introduction Spanish speaking students in the United States have varying English language proficiency. This might limit their learning ability when undertaking educational programs administered in English. To determine the level of English proficiency on these students, English language learners assessment is crucial. The assessment is currently undertaken in schools using English language proficiency test that is a combination of both summative and formative assessments. This currently used test has both benefits and drawbacks. Hence, there is a need for review of this test to make it much better. The benefits make it unnecessary to replace the test with other tests. However, the drawbacks call for a review of the test in order to make it more effective. Review of English language proficiency test English language proficiency test currently used in most schools, including ours, is a combination of formative and summative assessments. The summative tests are undertaken at the end of an English language instruction to determine the students English proficiency developed during the learning period. Formative tests that are used to guide instructions are taken at the beginning or in the middle of instruction. In this kind of a test, an educator designs an assessment activity to detect an aspect of a student’s language proficiency that could guide him in his decisions. However, in this English language proficiency test an educator rarely involve students in the designing of the test. According to Spodek & Saracho (2006), this test is effective in promoting accountability for students’ progress as well as monitoring this progress. The formative part of this test has been effective in monitoring the progress of the students. Summative part on the other hand has been promoting the accountability for students’ learning among the educators. Moreover, this English language proficiency test has been effective in categorizing students according to their levels of English language proficiency. However, according to Stiggins (2007), this English language proficiency test has been categorizing students into two categories, which are those on the winning streak and those on the losing streak. Those on the losing streak have become de-motivated and thus failing to succeed in education thus the requires a review in order to reverse the trend. Several reviews applicable to the test that can avoid drawbacks exist. One review is through inviting students in the creating and interpreting the results of the test. This could enable the students to monitor their learning and levels of achievements, as a result, all of them would be more motivated to learn. Another crucial review is involving students in keeping records concerned with the test. This would enable the student to know and understand his changes in performance levels. As a result, students would be able to monitor their improvements. The other important review is improvement in the test development. English language test could be reviewed to become purpose driven and effective in results delivery (Abedi, 2007). This could be achieved through a collaborative effort between the educators, students, and other stakeholders. Undertaking these reviews would make the test more effective, thus giving it an ability to overcome most of its drawbacks. Alternative assessment formats Five ...
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These challenges were particularly linked to the assessment of English language learners (Shatz & Wikinson, 2011). Perhaps the greatest challenge encountered by the school in providing sufficient knowledge to ELLs lay in the fact that a vast majority of ELLs were also disabled.
Educational Measurement, Issues and Practice, 27(3), 17?31. This source asserts that significant decisions concerning the teaching and assessment of English language learners are frequently made on the assumption that the classification system correctly differentiates between learners who are skillful in the use of the English language and learners who are unskilled in the use of the English language.
Problems like these need to be addressed by the parents, teachers, and students at each school, under the leadership of the principal, using data relevant to that school. "Because of individual academic difficulties, some students can land on the wrong side of these decisions" (Stiggins and Chappuis 2005, p.
ing and analysis it becomes all the more necessary to make a lesson plan that would help the non-English speaking students really understand the essence of the lesson and therefore make progress in it.
Before beginning with the lesson the teacher must be sure about the goals
As the discussion declares despite the consistent, albeit futile, efforts of educational systems, especially in urban setting, we are unable to provide high quality of education to an increasing number of English Learners. We are mistaken when we assume that what works well for the majority of students will work with the English Language Learners.
This resource is relevant to my study because it highlights that investigation on appraisal has brought up matters concerning the validity of English language learning classification practices and policies. It
In my endeavor to accommodate English Language Learners in my elementary class, I would incorporate visual aids in my teaching in order to enhance their comprehension. Visual aids would enhance the comprehension of my English Language
If one is to assess the English of their students, they should stop using the language of white middle class children as the gauge of proper English. If a child is a poor African American from a different cultural setting than that of