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ELL students

Appropriate assessments to be used for ELL students

English language proficiency tests usually try to assess the student's social and academic grasp of the *****. In the age of No Child Left Behind, standardized test ***** are something that every student must face. ELL *****, depending on their level of fluency, may ***** given standardized ***** specifically designed ***** ELL students, so their proficiency level is not compared against native Engl*****h speakers. For example, the Stanford English Language Proficiency Test (Harcourt Assessment, 2003) tests functional academic English in three main areas--decoding, vocabulary and idioms, and comprehension and ELP reading in three genres--literary, informational, and functional comprehension—in ways that are parallel to the types of passages found in the assessment techniques for ***** speakers, on the company's standard test.

However, teachers must decide what types ***** assessments are best suited to ***** learners ***** a more regular basis. Formative ***** document individual learner growth over time, rather than compare students to a larger pool of students like standardized *****s. These forms ***** assessment increase confidence in social English usage, and ***** be good for beginning *****, as they emphasize what ELL students know and comprehend already. Examples of formative assignments include self-directed oral presentations, and assignments ***** incorporate visual as well as verbal measurements. Another form of assessment is summative assessments, which ***** criterion-referenced tests, such as chapter ***** unit *****, ***** ***** as mid-term and final exams. Criterion-referenced assessments are graded in terms ***** what has been covered ***** class, not upon a national, comparative norm ***** standardized tests, but unlike formative assignments, they ***** comparative in nature ('Document ELL Progress, 2008, ***** Website). These tests ensure that ELL learners are mastering basic language concepts, like the difference between adverbs and adjectives, or tenses of irregular verbs.

***** are alternative assessments used in the classroom for all students?

Alternative assessments "have several advantages: ***** are flexible; representative of the curriculum; meaningful to learners; indicative of progress in acquisition of skills and knowledge; allow staff ***** identify what is to be assessed; allow instructors to tailor techniques to the specific goals and character*****tics of ***** learner; ***** learners' strengths and needs without comparison to an external st*****dard or norm; and provide multi-dimensional views of individual ***** in different contexts" ("Document ELL Progress," *****, ***** Website). These assessment techniques may *****clude open-ended or closed survey questions, inter*****, structured observations by the teacher in the learning environment, and per*****mance-based assignments ***** writing portfolios or role-plays ("Document ELL Progress," 2008, ***** Website).

What are the benefits of using alternative *****s for ELL students? For native English speakers?

For ***** students, particularly those whose written ***** has not yet matched their ***** proficiency, alternative assessment techniques give the student additional ways to show the ***** what they know, and also to gain more ***** ***** in the ***** language. However, all ***** have unique learning styles and can benefit from the creativity and enthusiasm ********** ***** methods generate. Additionally, these techniques can also


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