Assessment of English Language Learners
Assessment of English Language Learners Alisha C. Green
Grand Canyon University: ESL 533N Advanced Methodologies of Structured English Instruction
December 12, 2012
Abstract
Assessments are a critical tool in monitoring the progress of English language learners at all grade levels. The main purpose of assessments is to ensure students are receiving quality teaching instruction in accordance to academic and content standards. Even though these tests are not the only resource used for testing students, they provide teachers with invaluable data to determine if the student is growing in certain academic areas. There are several types of assessment that can be used to measure a student’s progress. In this paper, various alternatives to assessments will be discussed that will enhance the ELLs English proficiency.
Assessment of English Language Learners Many students that are born and raised in the United States are able to successfully understand the English language. Nevertheless, there are also students that do not speak English and it is not their primary language, therefore these students have to engage in instruction and assessments that will help them to acquire the English language. Helping students to acquire English can be a challenging task for teachers, but it has to be done in a way that is most effective. The No Child Left Behind Act of 2001 suggests that students be assessed in many subject areas regardless of their level of ability to speak and understand English. To ensure students are being taught content and academic standards, a great deal of responsibility has been placed in the hands of states and school districts to hold them responsible for the information students are learning. There have been assessments put into place to collect data on student achievement and how well they are acquiring English. Many tests may seem unfair, but one thing it does is help teachers grade their instructional practices and help them adjust
Grand Canyon University: ESL 533N Advanced Methodologies of Structured English Instruction
December 12, 2012
Abstract
Assessments are a critical tool in monitoring the progress of English language learners at all grade levels. The main purpose of assessments is to ensure students are receiving quality teaching instruction in accordance to academic and content standards. Even though these tests are not the only resource used for testing students, they provide teachers with invaluable data to determine if the student is growing in certain academic areas. There are several types of assessment that can be used to measure a student’s progress. In this paper, various alternatives to assessments will be discussed that will enhance the ELLs English proficiency.
Assessment of English Language Learners Many students that are born and raised in the United States are able to successfully understand the English language. Nevertheless, there are also students that do not speak English and it is not their primary language, therefore these students have to engage in instruction and assessments that will help them to acquire the English language. Helping students to acquire English can be a challenging task for teachers, but it has to be done in a way that is most effective. The No Child Left Behind Act of 2001 suggests that students be assessed in many subject areas regardless of their level of ability to speak and understand English. To ensure students are being taught content and academic standards, a great deal of responsibility has been placed in the hands of states and school districts to hold them responsible for the information students are learning. There have been assessments put into place to collect data on student achievement and how well they are acquiring English. Many tests may seem unfair, but one thing it does is help teachers grade their instructional practices and help them adjust
References: Education, L. D. (2012, December 10). English Language Developement Assessment. Retrieved from Louisiana Department of Education: http://www.doe.state.la.us/topics/elda.html Lenski, S. D., Ehlers-Zavala, F., Daniel, M. C., & Sun-Irminger, X. (2006). Assessing English-language learners in mainstream classrooms. International Reading Association, 24-34. Stiggins, R., & Chappuis, J. (2005). Using Student-Involved Classroom Assessment to Close Achievement Gaps. Theory Into Practice, 44(1), 11-18. `