Assessment of Ells
Assessment of English Language Learners
Jocelyn M. James-Fludd
Grand Canyon University: 533N
June 26, 2013
Abstract
This paper will discuss the various assessments that are used for English Language Learners. There are many assessments that can be used to provide data for ELLs. The purpose of this paper is to review and discuss the English language proficiency test that is presently utilized in my school. Assessment involves teachers gathering, identifying, and interpreting information about the achievements of their students.
Assessment of English Language Learners Assessment is a process of collecting information or data to improve educational achievement. Assessments are used to help teachers set the direction for teaching and learning. Teachers give assessments to evaluate students and their progress within the classroom. It’s important that programs within the school have a good effect and meet the need of each student.
The school that I am currently in uses a few English Language Proficiency test but the one that I will discuss will be the English Language Development Assessment (ELDA). The ELDA is administered in clusters based on the grade level. The ELDA is made up of four subtests which are listening, reading, writing and speaking. This test is usually given in March. This test is requeuired to be administered by the No Child Left behind Act of Title. The ELDA was developed by members of the states including the LEP State Collaborative on Assessment and Student Standards (SCASS), the Council of Chief State School Officers (CCSSO), and a grant from the US Department of Education. The test was first administered in South Carolina in 2006 and the test was given to students in grades 3-12. In 2006, the ELDA was developed for students in grades K-2.
There are many benefits from administering the ELDA. The NCLB requirements are met because of the ELDA. The ELDA test provides yearly assessment of English proficiency as well as progression. The
Jocelyn M. James-Fludd
Grand Canyon University: 533N
June 26, 2013
Abstract
This paper will discuss the various assessments that are used for English Language Learners. There are many assessments that can be used to provide data for ELLs. The purpose of this paper is to review and discuss the English language proficiency test that is presently utilized in my school. Assessment involves teachers gathering, identifying, and interpreting information about the achievements of their students.
Assessment of English Language Learners Assessment is a process of collecting information or data to improve educational achievement. Assessments are used to help teachers set the direction for teaching and learning. Teachers give assessments to evaluate students and their progress within the classroom. It’s important that programs within the school have a good effect and meet the need of each student.
The school that I am currently in uses a few English Language Proficiency test but the one that I will discuss will be the English Language Development Assessment (ELDA). The ELDA is administered in clusters based on the grade level. The ELDA is made up of four subtests which are listening, reading, writing and speaking. This test is usually given in March. This test is requeuired to be administered by the No Child Left behind Act of Title. The ELDA was developed by members of the states including the LEP State Collaborative on Assessment and Student Standards (SCASS), the Council of Chief State School Officers (CCSSO), and a grant from the US Department of Education. The test was first administered in South Carolina in 2006 and the test was given to students in grades 3-12. In 2006, the ELDA was developed for students in grades K-2.
There are many benefits from administering the ELDA. The NCLB requirements are met because of the ELDA. The ELDA test provides yearly assessment of English proficiency as well as progression. The
References: (n.d.). Retrieved from http://www.education.ne.gov/NATLORIGIN/PDF/ELDA/Eng_Lang_Standards_Test_Gr ades3_12_2005.pdf Stiggins, R., & Chappuis, J. (2005). Using Student-Involved Classroom Assessment to Close Achievement Gaps. Theory Into Practice, 44(1), 11-18. doi:10.1207/s15430421tip4401_3