Types of Assessments for English Language Learners - Research Paper Example

In the background of several factors influencing the assessment of English Language Learners such as different linguistic backgrounds, varying levels of proficiency in English, varying levels of proficiency in the native language, and cultural factors, it is important to design the most appropriate type of assessments for these learners. Various types of assessments for English Language Learners include formative and summative assessments, objective and subjective assessments, informal and formal assessments, and internal and external assessments. While formative assessments such as quizzes and practice tests strengthen memory recall, summative assessments including tests and exams are designed to evaluate the knowledge, skills, and abilities of the learner. Apart from these, the two types of assessments that are commonly used with ELLs include large-scale assessments and alternate classroom assessments. “A comprehensive assessment system tied to instructional improvement is an essential aspect of a quality educational program that will directly impact children’s early academic achievement. Many studies have confirmed the powerful effect a well-designed early education program with appropriate assessment can have on ELL’s emerging bilingualism, in addition to English language acquisition and overall cognitive development.” (Espinosa and López, 2007, p. 20). In short, it is essential to design the most appropriate type of assessment for English Language Learners to improve their language abilities in every aspect.

1. Why is it important to include language objectives as well as content objectives in a lesson plan? How should you post them and share them with students? Write a content and language objective from the content area of English language learning.

The lesson plan section of the effective instructional strategy incorporates language objectives as well as content objectives to help the educators be focused on the outcome of classroom instruction. This has been one of the important guidelines for educators that the language objectives, as well as content objectives, need to evolve from the lesson topic and they must be part of the instructional plan to bring about effective instructional strategy in the classroom. Significantly, the language objectives define the communication skills essential to make the content of the study comprehensible to the learner, and these language objectives focus on a variety of language skills. “Content and language objectives define and describe the very specific learning that is expected at the end of the daily lesson… Content and language objectives, from a lesson perspective, should reflect a relatively short learning time span. All students in the classroom should have the opportunity to see and hear their content and language objectives…” (Wandberg and Kaufman, 2010, p. 71). Therefore, it is indubitable that the lesson plan of an English language educator incorporates language objectives as well as content objectives to make the major purposes of instruction in a classroom. The educator should post these content and language objectives and share them with students by presenting them in clear, concise, attainable, relevant, and measurable terms. In short, these language and content objectives are essential components of every effective classroom instructional plan. For example, the content objective for loud reading in the classroom will be as follows: Students will read with good expression, focusing on how their voices sound when they are reading. The language objectives for the same situation will include: Students listen attentively to the teacher to identify how the voice goes up and down, pauses at commas, and stops at the ends of sentences. Students will read a passage with the teacher, paying close attention to their use of the expression, and trying to sound like the teacher.

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