Assessing english language learners

Research-Based Practices for English Language Learners Carolyn Derby has taught either 2nd or 3rd grade for the past 10 years in a district in the Northwest. The district she teaches in draws from a community that is both rural and suburban in character.

Assessing english language learners

Giving descriptions or instructions using visual or written prompts Oral reporting to the whole class Telling a story by using a sequence of three or more pictures Completing dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groups Brainstorming Completing incomplete stories Playing games When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time.

For example, in one role play activity, you might assess Assessing english language learners abilities to: Respond to "what" and "where" questions Ask for or respond to clarification Read addresses or telephone numbers Portfolio assessments Portfolios are practical ways of assessing student work throughout the entire year.

With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives.

Portfolios include information, sample work, and evaluations that serve as indicators for student performance. By documenting student performance over time, portfolios are a better way to crosscheck student progress than just one measure alone.

Samples of written student work, such as stories, completed forms, exercise sheets, and descriptions Drawings representing student content knowledge and proficiencies Tapes of oral work, such as role-playing, presentations, or an oral account of a trip Teacher descriptions of student accomplishments, such as performance on oral tasks Formal test data, checklists, and rating sheets Checklists or summary sheets of tasks and performances in the student's portfolio can help you make instructional decisions and report consistently and reliably.

Checklists can also help you collect the same kind of data for each student. In this way you can assess both the progress of one student and of the class as a whole.

This sample math development checklist is an example of how you can organize your data collection for each ELL. In addition, here are a few ways that your ELLs can have an active role in the portfolio process: Students can select samples of their work and reflect on their own growth over time.

You can meet with ELLs to develop their goals and standards, such as with this sample writing criteria chart. Together with students, you can set tangible, realistic improvement goals for future projects. Students — as a class, in groups, or individually — can create their own rubrics.

Assessing content knowledge ELLs need to learn grade level academic content even though they are still in the process of learning English.

Even if ELLs are at the beginning or intermediate stages of English language development, you can still use their thinking ability and challenge them with content knowledge activities. ELLs need your help to exercise their critical thinking skills — such as knowledge, comprehension, application, analysis, synthesis, and evaluation — in order to succeed in school during all stages of English language development.

It is possible to assess ELLs' understanding of math, science, social studies, and other content areas somewhat independently of their level of English proficiency. The following assessment techniques can help you adapt assessments to reduce English language difficulties while you assess ELLs' actual content knowledge.

These techniques can be used separately or simultaneously as needed. Scaffolding assessments allow ELLs to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers.

Consider giving ELLs extra time to complete these tasks, or to give short responses.

What Is Meant by Explicit Skill Instruction? But opportunities for speaking and listening require structure and planning if they are to support language development. This digest describes what speaking involves and what good speakers do in the process of expressing themselves.
Performance-based assessments Even though English language learner is a better term than others, it causes controversy.

Differentiated scoring scores content knowledge separately from language proficiency. To score content knowledge, look at how well ELLs understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses.

You can use a content area progress form with the above techniques to rate your ELLs' overall content achievement in class. You will need separate forms for math, science, and social studies performance. It is important to note that if students are being instructed in content in one language e.

Read about assessing fluency. They don't speak English. Starter Kit for Primary Teachers. Assessing bilingual children, KAssessing English Language Learners: Theory and Practice [Guillermo Solano Flores] on *FREE* shipping on qualifying offers. Assessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing5/5(2).

Assessment of English Language Learners.

Assessing english language learners

Featuring Dr. Lorraine Valdez Pierce, discussing effective classroom strategies for assessing English language learners. Literacy Instruction for English Language Learners: A Teacher's Guide to Research-Based Practices [Nancy Cloud, Fred Genesee, Else Hamayan] on *FREE* shipping on qualifying offers.

Teaching English Language Learners to read and write is . "Assessing English Language Learners is an important contribution to the field for the many educators who believe that assessment for second language learners is important, but only if it is valid.

This book lays out a clear and compelling argument that assessment and equity are not mutually exclusive concepts in educational programs for the nation's burgeoning population of multilingual learners/5(12). An English language learner (often capitalized as English Language Learner or abbreviated to ELL) is a person who is learning the English language in addition to his or her native instruction and assessment of students, their cultural background, and the attitudes of classroom teachers towards ELLs have all been found to be factors in ELL student achievement.

Assessing content knowledge. ELLs need to learn grade level academic content even though they are still in the process of learning English. Even if ELLs are at the beginning or intermediate stages of English language development, you can still use their thinking ability and challenge them with content knowledge activities.

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