California English Language Development Test Analysis
The California English Language Development Test, better known as CELDT is a language proficiency test developed for the California Department of Education (http://www.colorincolorado.org/glossary) .The CELDT is administered as an initial assessment to newly enrolled students from grades k-12 whose primary or home language is not English. This is indicated by the student's Home Language Survey or if the child has no prior record of English Language Testing. The CELDT tests the areas of listening, speaking, reading and writing. The test is given within 30 days of new enrollment. Then it is administered annually to track the students' progress and determine when they have reached proficiency (http://www.celdt.org/about/). The CELDT was developed
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with the purposes of identifying students who are English learners, determining their level of English proficiency, and assessing their progress toward acquiring English proficiency (http://www.cde.ca.gov/ta/tg/el/cefceldt.asp). After the test has been taken, the score provides the students' proficiency level. The five levels of the CELDT are Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced (http://old.sandi.net:80/testingunit/pdf/celdtptbroch07.pdf)
Beginning
In the area of listening, students have little or no receptive skills and demonstrate limited comprehension of a few basic words.
In the area of speaking, students may demonstrate no productive skills. They may begin to use basic vocabulary and respond with simple words or phrases. When telling part of a story, they use simple words and phrases. In the area of reading, students may demonstrate no receptive skills. They may be able to identify the letter that corresponds to the initial sound of a simple spoken word and begin to recognize some basic groups of related words. In the area of writing, students may demonstrate no productive skills, or use a few standard writing conventions. They may attempt to write a short story in response to a picture sequence. The students' writing is minimal and contains some isolated English …show more content…
words.
Early-Intermediate
In the area of listening, students are able to understand basic social language, with limited comprehension of academic language. They are beginning to understand and follow some simple oral directions. In the area of speaking, students have a limited range of vocabulary and syntax appropriate to setting and purpose, but make many mistakes. In the area of reading, students are able to tell a story based on a picture sequence, using phrases and simple vocabulary with many mistakes. They are able to match simple vocabulary words to pictures. They may recognize basic semantic categories, such as regular plurals and simple synonyms. Their use phonemic awareness and phonics skills are at a higher level. In the area of writing, students may begin to use some standard writing conventions, such as spacing, punctuation, and capitalization. They use vocabulary that is basic.
Intermediate
In the area of listening, students comprehends social language, but has limited comprehension of academic language. Students understand and follow simple oral directions.
In the area of speaking, students use a broader range of vocabulary and syntax appropriate to setting and purpose, with some gaps. They may be able to tell a story based on a picture sequence, using phrases and incomplete sentences. In the area of reading, students match similar sound patterns and identify compound words. They recognize multiple-meaning words. In the area of writing, students use the context of a sentence to fill in the blanks with the correct words. They can tell details and answer questions that involve sequencing, summarizing, drawing conclusions, or making simple inferences after reading a story. Students begin to use standard writing conventions, such as word order, subject/verb agreement, verb tenses, pronouns, and contractions. They use simple vocabulary and can write a simple sentence appropriate to a picture prompt. The sentence may contain errors in grammar, vocabulary, and/or syntax.
Early Advanced
In the area of listening, students comprehend social language and comprehend some academic language with complex vocabulary.
Students understand and follow most simple oral directions. In the area of speaking, students have an extensive vocabulary and use somewhat complex syntax that is appropriate to setting and purpose, with occasional mistakes. They can tell a clear and coherent story based on a picture sequence with minor mistakes. In the area of reading, students can match more difficult vocabulary words to pictures. They may use irregular plurals and identify antonyms. They can use context clues to complete sentences in a short passage with appropriate words. Students are able identify different genres. They are able to recall details and answer more difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences after reading a story. They now can recognize common abbreviations and more complex grammar and spelling patterns. In the area of writing, students can use possessives, superlatives, regular plurals, prepositions, and articles. Their vocabulary is more specific. Students can write a complete sentence appropriate to a picture prompt. The sentence may contain minor mistakes. Students can now write a short story in response to sequenced pictures. The story contains clear ideas and accurate transitions with few
mistakes. Advanced
In the area of listening, students can comprehend most complex academic language. They are also able to understand and follow all simple oral directions. In the area of speaking, students use extensive vocabulary and complex syntax appropriate to setting and purpose. They can tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. In the are of reading, students identify more complex synonyms and antonyms. They can read more complex story and answer increasingly difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences. In the area of writing, students can identify a complex verb tense. They can write a complete sentence appropriate to a picture prompt. The sentence contains few or no mechanical mistakes. Students can write a short story in response to a picture sequence. The story contains well-organized ideas, accurate transitions, precise vocabulary, and minimal mistakes. Based on the information gathered for this paper, I have found the CELDT to be a highly consequential assessment. Decisions based on CELDT results affect individual students, schools, districts, and the state as a whole. It is important for educators and policy makers to thoroughly research and understand its strengths and limitations. The results of the CELDT may not be sufficiently valid and reliable for making crucial educational decisions about students.
with the purposes of identifying students who are English learners, determining their level of English proficiency, and assessing their progress toward acquiring English proficiency (http://www.cde.ca.gov/ta/tg/el/cefceldt.asp). After the test has been taken, the score provides the students' proficiency level. The five levels of the CELDT are Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced (http://old.sandi.net:80/testingunit/pdf/celdtptbroch07.pdf)
Beginning
In the area of listening, students have little or no receptive skills and demonstrate limited comprehension of a few basic words.
In the area of speaking, students may demonstrate no productive skills. They may begin to use basic vocabulary and respond with simple words or phrases. When telling part of a story, they use simple words and phrases. In the area of reading, students may demonstrate no receptive skills. They may be able to identify the letter that corresponds to the initial sound of a simple spoken word and begin to recognize some basic groups of related words. In the area of writing, students may demonstrate no productive skills, or use a few standard writing conventions. They may attempt to write a short story in response to a picture sequence. The students' writing is minimal and contains some isolated English …show more content…
words.
Early-Intermediate
In the area of listening, students are able to understand basic social language, with limited comprehension of academic language. They are beginning to understand and follow some simple oral directions. In the area of speaking, students have a limited range of vocabulary and syntax appropriate to setting and purpose, but make many mistakes. In the area of reading, students are able to tell a story based on a picture sequence, using phrases and simple vocabulary with many mistakes. They are able to match simple vocabulary words to pictures. They may recognize basic semantic categories, such as regular plurals and simple synonyms. Their use phonemic awareness and phonics skills are at a higher level. In the area of writing, students may begin to use some standard writing conventions, such as spacing, punctuation, and capitalization. They use vocabulary that is basic.
Intermediate
In the area of listening, students comprehends social language, but has limited comprehension of academic language. Students understand and follow simple oral directions.
In the area of speaking, students use a broader range of vocabulary and syntax appropriate to setting and purpose, with some gaps. They may be able to tell a story based on a picture sequence, using phrases and incomplete sentences. In the area of reading, students match similar sound patterns and identify compound words. They recognize multiple-meaning words. In the area of writing, students use the context of a sentence to fill in the blanks with the correct words. They can tell details and answer questions that involve sequencing, summarizing, drawing conclusions, or making simple inferences after reading a story. Students begin to use standard writing conventions, such as word order, subject/verb agreement, verb tenses, pronouns, and contractions. They use simple vocabulary and can write a simple sentence appropriate to a picture prompt. The sentence may contain errors in grammar, vocabulary, and/or syntax.
Early Advanced
In the area of listening, students comprehend social language and comprehend some academic language with complex vocabulary.
Students understand and follow most simple oral directions. In the area of speaking, students have an extensive vocabulary and use somewhat complex syntax that is appropriate to setting and purpose, with occasional mistakes. They can tell a clear and coherent story based on a picture sequence with minor mistakes. In the area of reading, students can match more difficult vocabulary words to pictures. They may use irregular plurals and identify antonyms. They can use context clues to complete sentences in a short passage with appropriate words. Students are able identify different genres. They are able to recall details and answer more difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences after reading a story. They now can recognize common abbreviations and more complex grammar and spelling patterns. In the area of writing, students can use possessives, superlatives, regular plurals, prepositions, and articles. Their vocabulary is more specific. Students can write a complete sentence appropriate to a picture prompt. The sentence may contain minor mistakes. Students can now write a short story in response to sequenced pictures. The story contains clear ideas and accurate transitions with few
mistakes. Advanced
In the area of listening, students can comprehend most complex academic language. They are also able to understand and follow all simple oral directions. In the area of speaking, students use extensive vocabulary and complex syntax appropriate to setting and purpose. They can tell a coherent and detailed story based on a picture sequence, using complete and complex sentences. In the are of reading, students identify more complex synonyms and antonyms. They can read more complex story and answer increasingly difficult questions that involve sequencing, summarizing, drawing conclusions, or making inferences. In the area of writing, students can identify a complex verb tense. They can write a complete sentence appropriate to a picture prompt. The sentence contains few or no mechanical mistakes. Students can write a short story in response to a picture sequence. The story contains well-organized ideas, accurate transitions, precise vocabulary, and minimal mistakes. Based on the information gathered for this paper, I have found the CELDT to be a highly consequential assessment. Decisions based on CELDT results affect individual students, schools, districts, and the state as a whole. It is important for educators and policy makers to thoroughly research and understand its strengths and limitations. The results of the CELDT may not be sufficiently valid and reliable for making crucial educational decisions about students.