What Are Appropriate Assessments to Be Used for ELL Students - Essay Example

One of the most appropriate assessments for these learners is curriculum-based measurement (CBM). There are numerous studies that already proved the reliability of this tool not just in assessment but in monitoring growth in learning. According to Rachel Brown-Chidsey (2007), this method’s technical adequacy addresses the problem in ELL students such as the differences in the ELL students’ English speaking, reading and proficiencies. (p. 33) Another assessment tool advocated as an alternative for ELL students is the use of “portfolios”. These portfolios are collections of student work compiled over time and, as Penny McKay (2006) put it, they provide a basis by which teachers accumulate and analyze a record of an ELL student’s achievement over time.

(2) How are alternative assessments used in the classroom for all students?
An alternative assessment such as the “portfolio assessment” features the involvement of the learner. For instance, children should participate in the selection of the portfolio content (following established criteria for selection) as evidence of self-reflection is required. Also, most alternative assessment approaches have accurate individualized assessments where learning “discrimination” is implemented beginning at a level that increases the opportunity for success. Advocates of each of these alternative approaches stress that these individualized assessments systematically move the direction of the learning towards a more normative development.

(3) What are the benefits of using alternative assessments for ELL students? For native English speakers?

For ELL students, there are numerous advantages to using alternative assessments. Foremost of these is the individualized assessment that ensures accuracy in the evaluation of an ELL student’s learning development. These assessments also emphasize the discriminatory learning wherein an ELL student learns according to his or her learning capability. For example, Cedar Park Elementary introduced a bilingual education model wherein students are divided according to English proficiency. Kip and Hersholt (2006) documented that, here, each grade level is divided into four classrooms: three of which are bilingual-education classrooms and the fourth is an English-only classroom (p. 182) Students are not eligible to be exited from bilingual education program until they reach sixth grade and demonstrated academic proficiency in English on the state standardized tests, a language proficiency test, and the alternative assessment instruments designated by the sixth-grade level teachers. (Kip & Hersholt, p. 182) This setup also underscores the fact that the ELL assessment system and learning environment are implemented without compromising the different needs and requirements of the native-English speakers. Read More