Assessments for EL students

Big Idea #1: Authentic Assessment
1. Authentic assessment is a form of assessment that requires students to apply the knowledge that they've learned to real-world tasks. Authentic assessment is also known as performance assessment and Alternative assessment
2. Authentic assessment has been proven to be a successful form of assessment to use with EB/EL students. EL students are not required to focus on academic language and are instead allowed to apply their knowledge.
  1. When using authentic assessment, teachers are easily able to monitor the progress of their EB/EL students. Examples of authentic assessments are: journals, collaborative discussions, illustrating or writing their own stories, etc.
Big Idea #2: Traditional Assessment
1. Traditional assessment is a form of assessment that is based on multiple choice answers, fill in the blanks, true,-false, and matching.
2. Traditional assessment is not an accurate testing method to determine the success of your EB/EL students. Too often, EB/EL students get wrapped up in trying to distinguish the meaning of the questions that they are unable to accurately answer them.
  1. Traditional assessments may be standardized or teacher created.
Big Idea #3: Home-Language Surveys
1. Home language surveys are part of a school's enrollment process. These surveys are given in a parent's primary language. This survey tells educators whether or not the student is exposed to English at home.
  1. Once given, these surveys are then evaluated to determine if the the student needs to be assessed to determine his/her English proficiency level.
    1. The student is either identified as non-language minority or refer him/her for language proficiency assessment and academic assessment.
Big Idea #4: Portfolio Assessments
1. Portfolio assessment is a type of performance based assessment. Students are evaluated based on what they produce in their classroom. Portfolios are a collection of work samples produced by the student.
2. Often used by classroom teachers to assess ELLs, because is shows an ELL's academic profession better than a traditional paper/pencil based assessment.
  1. Teachers need to ensure that when implementing a portfolio assessment program, the ELL portfolio should be comprehensive, predetermined and systematic, tailored, informative, and authentic.
Big Idea #5: High Stakes Testing
1. Tests used to make important decisions about students. These decisions include whether or not students should be promoted, allowed to graduate, or admitted to programs.
  1. Used to measure whether or not a student has mastered the content taught.
2. Accommodations should be made for English language learners if:
  1. their teachers have determined that the English language proficiency is insufficient for testing without accommodations
  2. in addition to being second language learners, have separate educational needs (physical, psychiatric, or related to learning disability).
Big Idea #6: Ongoing assessments
1. Provides continuous feedback on the effectiveness of a teacher's instruction. Can be planned assessments or informal class observations.
2. Ongoing assessments allow teachers to see an EL student's progress because they are able to assess their performance, examine their work, observe their oral language development, and evaluate their progress.

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Assessments for EL students

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