Language Proficiency Assessments - Essay Example

Language Proficiency Assessments Language Proficiency Assessments The of Illinois ranked fifth in number of English Language Learners and developed an enhanced assessment system in 2004. A decision by a consortium of states adopted by this system followed the report English Language Proficiency Standards for English Language Learners (K-12): Frameworks for Large-scale State and Classroom Assessment. This system was considered appropriate for many students whose cultural and linguistic diversity precluded them from acquiring, processing and accessing an unmodified grade level content in English (Blagojevich, Ruiz & Dunn, 2004).

Two frameworks influence language proficiency assessment processes including planning curriculum, assessment, and instruction. The main elements of the system include English language proficiency standards, language domains, grade level clusters, and language proficiency level. The Language Proficiency Standards reflects the dimensions of acquiring second language anticipated from English language learners in grade levels K-12. Among the five English Language Proficiency Standards, each standard is set to deal with particular contexts namely social and instructional settings, mathematics, social studies and science (Blagojevich, Ruiz & Dunn, 2004).

Each individual proficiency standard includes four-language domains namely listening, reading, speaking, and writing. In listening, people should process, interpret, and evaluate spoken language in various situations. In speaking, students should engage in oral communication while reading ensures processing, interpretation and evaluation of written language (Blagojevich, Ruiz & Dunn, 2004). Finally, writing ensures students engage in written communication in various situations. The third element, The Language Proficiency Levels and Performance Definitions, outlines the progression in language development in the acquisition of English as an additional language through five a five-stage process including entering, beginning, developing, expanding, and bridging (Blagojevich, Ruiz & Dunn, 2004).

These processes synthesize model performance indicators in each language proficiency level. Finally, the final elements, Model Performance Indicators are measurable indices of the language domains targeting the age and developmental levels of English Language Learners (Blagojevich, Ruiz & Dunn, 2004). These are examples drawn from experiences in other language proficiency assessments and used to augment other systems to improve language proficiency. According to the checklist, assessment problems may emerge in different areas of assessment from speaking, listening, reading, and writing.

According to the Illinois language proficiency standards, speaking and reading are two problem areas for English Language Learners (California Department of Education, 2012). Illinois is a state where minority students are increasingly becoming the majority, especially in public education institutions. English Language Learners come from different racial and cultural backgrounds, unlike the white majority. The language proficiency standards are based on majority opinion and do not acknowledge varying dialects between minority and majority students in schools.

As a result, early Language Learners do not fully develop their potential in reading and speaking areas of language proficiency. Therefore, they continue to record low academic achievement in language proficiency tests because the tests are administered when they have not fully mastered the language domains. For English Language Learners in Illinois, effective classroom assessment strategies can be adopted in order to improve academic achievement of learners. In order to measure the educational trajectory of English Language Learners, it is important consider the linguistic and cultural differences between English Language Learners (Gottlieb, 2012).

It provides an opportunity to offer valid assessment of student language proficiency because the assessments do not rely on a single source of data collection. By embracing common instructional, instructional, interim, and standardized assessments, educators cater for the varying needs of this group, which would translate to improved academic achievement in language proficiency tests. Language proficiency is not only improved through externally focused assessments, but also personal and school level assessments provided by educators to match the needs of groups of student (Gottlieb, 2012).

ReferencesBlagojevich, R.R., Ruiz, J. & Dunn, R.J. (2004). Illinois English language proficiency standards for English language learners (k - 12): frameworks for large-scale state and classroom assessment. Illinois State Board Of EducationCalifornia Department of Education. (202). California English Language Development Test. Released Test Question: Updated, California Department of Education. Gottlieb, M. (2012). Assessment and the English Language Learner: Purposes and Forms of Assessment, Program Transcript.

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