Assessments for the English Language Learner Name of Author Author’s Affiliation Author Note Author note with more information about affiliation, research grants, conflict of interest and how to contact Assessments for the English Language Learner Educational assessment is the procedure of recording the knowledge, skills, attitudes as well as potentials of a student…
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“The present culture of testing has placed an increased amount of emphasis on the development of state standards, high-stakes testing, and the use of rigid curricular programs” (Brantley, 2007, p. 28). Therefore, an educational assessment is mandatory in today’s highly competitive world. There are three types of assessments; formal, alternative and informal. The purpose of implementing a classroom assessment system is to improve instruction and student achievement. The English language learners are rapidly growing in the population of the U.S classroom. As such, considerate amount of thoughts and training need to be implemented when designing and administering educational assessments. There are many factors that need to be kept in mind while selecting educational assessments for students. Language barriers and educational background factors are the main factors. In the first factors, language barrier factors, different issue like different linguistics background, Levels of proficiency in English, and levels of proficiency of native languages are the three main barriers that should be addressed in the assessment. In the educational background factors issues such as degrees of formal schooling in native languages, degrees of formal schoolings in English language, and exposure to standardized testing should be addressed in the assessment. While administering an educational assessment, it crucial for the classroom teacher to provide the English Language Learning students with fair and appropriate assessments while keeping in mind the various factors that could hamper their academic growth. It is pivotal for the teachers to be knowledgeable about the different assessment types as to provide adequate and fair assess of their students’ progress as well as achievements in the class. As mentioned before, there are three types of assessments; formal, alternative and informal. The formal assessment is mainly based in the results of the standardized tests and other formal exams regulated under the test- taking guidelines. In Formal assessment students are assessed on the basis of their written document, test, quiz or essays. The student’s progress is determined based on the data collected on the student’s performance on the tests. Formal Tests are usually used to assess the overall achievement of the student and compare his/ her intelligence with other students as well as to find a student’s strength or weaknesses in a particular topic. The formal assessment test has its own purposes, advantages and disadvantages. Formal assessment is a good assessment to be implemented to the student to determine their strength and weaknesses. It also evaluates the student’s achievement by comparing their progress with other students. It is appropriate to use the formal assessment to indentify the student’s special needs and it can also improve learning at an individual level for young English language learners. Formal assessments are categorized into separate groups such as norm referenced tests and criterion referenced tests. The Norm references tests are characterized by strict rules and implementations. These types of tests are mainly used to compare one student to another, one group of students to another group as well as schools. When implementing a norm reference test teachers should implement the test under specific and similar circumstances.
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In order to measure the progress of a student such as Angel, I would initiate a portfolio of her work. At the start of the learning year, I would craft a file for her and other students. I would keep some model assignments in the folder all through the year.
The study employed a quantitative study method, in which six secondary English Language Learners were selected to be tested on the ability to decode grade level text. The outcomes were quite favorable as 5 out of 6 students realized an increase in their performances on the QRI comprehension portion.
They should have lived in the United States, know where he or she lives and know the members of his family and his native language (Brantley, 2007). The student should also be able to share any previous academic experiences he or she has had in the past. The student should have the characteristics of a given culture so that he or she may not feel isolated.
Though written foreign language may be important, there is need for these teachers to ensure that students complete their classes with high levels of oral skills in the particular language of interest. Thus, oral assessments have been found to be the most appropriate in the promotion of the spoken language.
According to the paper the various learning programs intended for the students promote them an expansion and rapid growth in their language skills which has been noted as improving their interactions with others. Educational researchers have identified the tremendous influence of such language studies on students, how a well planned instruction making them comprehending the key words in English and effectively using them in their day today conversations.
According to the research findings improvements, challenges, and controversial issues facing this area of education would be analyzed, prior to presenting a concluding portion which would summarize and highlight the rationale for choosing this field of interest, how it coincides with one’s philosophy of education, and one’s future professional goals.
However, before discussing any determined results, we must underline the importance of language awareness and its theoretical foundation in the acquisition of learning a 2nd language.
Effective instruction for children from culturally diverse backgrounds requires a variety of instructional activities--small group work, cooperative learning, peer tutoring, individualized instruction, and other strategies that take the children's diversity of experience into account.
The author of the paper states that language often makes alterations to make it physical simpler to talk. One of the modifications that are taking position this omission, the narration of the phrases disappears. Shakespeare, for demonstration, would have said “hadst” where we would now state “had”.
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