ELL Assessing of Competencies, Knowledge, and Skills of Students - Research Paper Example

? Assessing ELL Number: Assessing ELL The appropriate assessment of our country’s over 5 million English Language Learners (ELLs) creates attention and awareness at all levels in U.S.’s educational system (Abedi, 2008). It is seriously vital that the wide variety of content assessments used for ELLs be legitimate and fair. Even though, this task is not easy, it is the answer to enhancing educational chances for language-minority learners. ELLs are learners who are still enhancing proficiency in English (Hakuta, 2009). All together, adult ELL students in United States universities speak roughly 400 languages, even though approximately 80% are native speakers of Spanish. Individuals of Asian origin — mainly speakers of Cantonese, Mandarin, Korean and Hmong — account for almost 5% of the size of adult ESL learners in United States universities. While most of these learners are found in prime urban centers, many others reside together in smaller towns. English-language learners (ELLs) are concentrated in six states — California, Arizona, Texas, Florida, New York and Illinois. The English-language learners in those six states make up more than 60% of the ELL population. The United States federal regime’s No Child Left Behind rule of 2001 has created the urge to make legitimate and fair assessments for English-language learners an issue of pressing nationwide concern (Hakuta, 2009). Therefore, institutions have produced frameworks that tend to assist educators, practitioners and test developers, in making appropriate choices on assessment of English language learners in educational content fields. The No Child Left Behind Act, abbreviated as NCLB, considers ELLs as one of the consented subgroups whose test scores are utilized to decide whether universities all through the United States are meeting goals and objectives for what the constitution calls “adequate yearly progress” (AYP) anchored in state-level performance standards developed for their students. Since almost all assessments evaluate language proficiency to some extent, the guiding principles point out that ELLs might get lower points on content area assessments offered in English compared to what they would score if they sat for the same tests in their native language (Kopriva, 2008). This is why university guidelines are so vital: they help teachers assess students’ mastery of content while reducing the role of the learner’s English proficiency in its assessment. The three universities that will be considered are the University of North Carolina, University of Denver and Georgetown University. Part 1: Interview University of North Carolina Freshly enrolled international learners, who are supposed to hand in a TOEFL score, are urged to take the English Proficiency Assessment prior to registering for classes (University of North Carolina, 2013). Students willing to be enrolled must go through some information at their admission letters to check whether they should sit for the exam. The exam is administered just prior to the start of the Spring and Fall semesters. The aim of the English Proficiency Assessment is to recognize those learners who would profit from more English instruction in a program (ENGL 601) created to establish standard United States academic writing conventions. Rooted in the results of the exam, a student might be needed to sit for the ENGL 601 program during his or her first fall semester of admission (University of North Carolina, 2013). A student meets North Carolina University’s English Language Proficiency requirements if they completed Grades 11, as well as 12 English, in succession, as part of two full academic years, in any high school via a state- or provincially-accredited United States curriculum. Also, the student is expected to have attained a grade of 80% or more in a Grade 12 state-examined English program, as part of one full term of education. University of Denver The University of Denver recognizes either the TOEFL or IELTS as proof of English proficiency (University of Denver, 2013). Learners whose native language is not English should either present a satisfactory test score (at least one month before admission) or successfully tackle the requirements of English Conditional Admission (ECA) prior to enrollment in any university course (University of Denver, 2013). The University requires willing applicants to produce the CIEE Applicant Interview (CAI), which is offered by the CIEE – Council on International Educational Exchange. Enrollees with a minimum of 3.0 CAI score are most likely to be granted normal admission. If an applicant is a non-native speaker of English, they will be needed to take the English Language Proficiency Assessment at the International Student Orientation. Every non-native speaker, irrespective of IELTS or TOEFL test scores, should take this assessment. The results of the assessment will decide a student’s placement into one of the compulsory First-Year Seminars and, if required, an extra writing program, ENGL 1191 "Advanced Writing for International Students". The course will decide whether the student will receive elective credit with regards to their degree (University of Denver, 2013). Also, the ELPA results might also need they student to register in the full-time rigorous English course at DU's English Language Center, irrespective of the student’s IELTS or TOEFL scores. Georgetown University According to this institution, an applicant whose primary or main language is not English, or whose former education and studies has been carried out in another language, should show a command of English adequately in order to meet the requirements of written assignments, classroom instruction, as well as participation in discussions and tutorials. So as to succeed academically at Georgetown University, learners should be able to excel in courses, which are writing-and reading-intensive (Georgetown University, 2013). The institution needs enrollees to have English as their native language or reveal a lofty level of English language skill on either the TOEFL or the IELTS. According to the institution, English is regarded your native language only if it is the official language of the student’s home country and the main language spoken in the student’s home. If English is not the student’s native language, then evidence of understanding in its use will be regarded in the review of the student’s application for admission, along with the student’s professional and academic credentials (Georgetown University, 2013). Applicants of Georgetown University are expected to fruitfully completed English as a Second Language (ESL) 050 or attain at least 55 on the ESL placement exam. Also, they should successfully complete as a minimum of 24 credited hours in an official English-language post-secondary school, counting at least 6 credit hours in social science subjects or humanities and with a minimum grade of 60%. Part 2: Analysis & Research It is clear that from these three institutions, institutions in the United States opt for the normal standards that cater for the requirements of ELLs, which are set by the ministry of education. The approach of these three institutions is rooted in actively valuing the learners and offering services, which are most resourceful at helping students become bicultural and bilingual, while, at the same time, enhancing their educational skills. In these institutions where many students are ESL, basic curricular adaptations are vital and appropriate. Ideally, all educators in these three institutions are trained in ESL and their set of courses combines cultural understandings, fluency in written and oral English, along with soaring scholarly expectations. Newly enrolled international learners, in these three institutions, are needed to turn in a TOEFL score. They are also urged to sit for the English Proficiency Assessment prior to registering for classes. Students willing to be enrolled must go through some information at their admission letters to check whether they should sit for the exam. The exam is administered just prior to the start of the Spring and Fall semesters. Nearly a quarter of the students in these institutions are ESLs. This is why a majority of their assessment methods are similar. Students must attain a certain score or have achieved a certain level of education in order to be enrolled in these institutions. These score will decide whether the students will be enrolled into the universities’ normal curriculums or their special programs that cater for ESLs. According to Abedi (2008), a proper assessment method should incorporate almost every aspect of the student. Even though, these three institutions assess their freshly admitted students almost in the same manner, the University of Denver has incorporated some aspects that make its assessment more superior. The University of Denver checks on almost every background of the applicant. For instance, the institution requests from elementary school information with regards to English performance and also some of the family background that could affect the English of the student. Finally, apart from the TOEFL and the IELTS, the institution has incorporated other tests such as the CIEE and the ELPA to determine the level of English proficiency of the student. In order to successfully assess the English proficiency of an adult, or a university student, educators should ensure that they know almost all vital information concerning the adult from when he or she was young (Abedi, 2008). The University of Denver, as stated earlier in this paper, looks into every vital aspect of the ELL student prior to admission. The university’s admissions determent makes sure that the student meets all the requirements before admission. An adult, unlike a young student, should be given vital consideration since they are more prone to their native language. Therefore, changing the preference of such a person is not an easy task, and looking into the background of such a person from the elementary days will be helpful. Hence, Denver’s assessment method is best suited for adult ESL students. It will enable the educators to be aware of the significant aspects of the students. Part 3: Synthesis States and universities are, at the moment, going through a major transitional time in developing quality assessment and accountability schemes for adult ESL learners (Abedi, 2008). Most states and institutions have updated or developed, in the past 5 years, new regulations on assessing both adult ESL learner’s English language growth, as well as their content understanding using accommodations. A huge body of literature argues that certifying assessment systems for adult ESL learners is a complex and demanding task, given the mixed traits of adult ESL learners. I advocate for informal assessments as an easier way to ensure that these adults progress academically once they enroll themselves into these universities. Informal assessments will allow educators to track the ongoing development of their students frequently and often (Hakuta, 2009). Whereas standardized examinations measure learners at a particular point of the year, continuing assessments give continual pictures of where learners are throughout the academic year. By utilizing informal assessments, educators can aim learner’s specific problem areas, change instruction, and intercede earlier rather than later. Constant assessments are mainly vital for English language learners (ELLs). Standardized examinations in English do not normally echo ELLs' accurate content abilities or knowledge. However, after the admission assessments, informal assessments can offer a better-rounded picture of their abilities, skills, as well as ongoing progress (Kopriva, 2008). The No Child Left Behind rule requires that careful records be maintained and stored on the development of any ELL student, be it an adult or an elementary student. Storing these records will make it much easier when questions of course placement, grading and special services arise. Informal assessments are not by any means data driven, but rather performance and content driven (Abedi, 2008). For instance, keeping records are informal assessments since they demonstrate how well a learner is reading a particular book. Scores like 10 out of 15 and a majority of the rubric scores are given from this kind of assessment. The assessment method used should match the aim of assessment. Standardized or formal measures must be used to assess the general achievement, to compare a learner’s performance with others at their university year, or to recognize comparable weaknesses and strengths with other students. Informal assessments, at times, referred to as criterion standardized measures or performance based measures, must be utilized to inform education (Hakuta, 2009). Assessing adult ESL learner’s performance on tests over time will offer sound evidence on the use of the assessments in deciding learner’s levels of proficiency in both content knowledge and language (Abedi, 2008). Assessing the development patterns of redesignated FEP learners is also vital to decide whether or not these scholars are actually proficient enough to understand academic ELP and deal with academic materials. This will definitely keep in line with the state standards of teaching adult ESL learners since the recommendations of this paper understand that adults need to be constantly assessed in order to maintain the academic progress. References Abedi, J. (2008). Measuring students’ level of English proficiency: Educational significance and assessment requirements. Educational Assessment, 13(4), 34-49. Georgetown University. (2013). For international students. Retrieved from http://scs.georgetown.edu/admissions/for-international-students Hakuta, K. (2009). Guidelines for the assessment of English language learners. Retrieved from http://www.ets.org/s/about/pdf/ell_guidelines.pdf Kopriva, R. J. (2008). Improving testing for English language learners. New York: Routledge. University of Denver. (2013). Demonstrate your English proficiency skills. Retrieved from http://www.du.edu/apply/admission/apply/international/proficiency.html University of North Carolina. (2013). English proficiency assessment. Retrieved from http://gradschool.unc.edu/academics/resources/englishproficiency.html Read More