Guidelines for the Assessment of English Language Learners
Because almost all assessments measure language proficiency to some degree the guidelines point out
Using Formative Assessment to Help English Language Learners
Further the end-of-year summative assessments being developed for Common Core standards contain performance tasks
Culturally Relevant Texts and Reading Assessment for English
1 កញ្ញា 2010 Additional research with English Language Learners supports the importance of engaging ELLs with texts that connect with their lives. In ...
Policy Brief Performance-Based Assessment for English Language
English language learners (ELLs) are students who are not yet proficient in English because it is not their native language.1 In the 2016 to 2017 school
where we STAND
Young English language learners are included in program evaluation and accountability systems and culturally and linguistically appropriate assessment in-.
English Language Learners / ESL and ELD Programs and Services
clarifying procedures for the identification of English language learners who are to participate in large-scale assessments;. • defining the roles and
Supporting English Language Learners
Participation of ELLs in large-scale assessments. 41. Classroom assessment and English language learners. 42. Discontinuation of ESL or ELD support. 42. ELLs
Performance Assessments for English Language Learners
In this paper we discuss limitations with the standardized achievement tests currently used for ELLs and share information on how performance assessments can.
ONLINE ENGLISH LANGUAGE LEARNERS PERCEPTIONS OF
Using portfolios fosters student-centered learning increases motivation and prepares students for life. Similarly
Assessment of English Language Learners with Learning Disabilities
numbers of ELLs in most states' public schools. These students7 native languages are not English and they have difficulties in speaking
Equitable Assessment Practices for English Learners in Connecticut
Provide English learners with supports to access assessments based on English language proficiency levels and individual needs. 4. Provide comprehensible and
where we STAND
on assessing young. English language learners. The dramatic increase in cultural and linguistic di- versity among children and families in early childhood.
Using Formative Assessment to Help English Language Learners
English Language Learners and the Common Core > Module 4 > Reading: Using assessment gives teachers a clearer picture of students' learning progress.
Focusing Formative Assessment on the Needs of English Language
lenges such as English Language Learners (ELL students). In this paper
AEL Letter 02-17: Assessing English Language Learners in the
Apr 3 2017 assessing English language learners (ELLs). This AEL Letter provides guidance on: • identifying an ELL;. • conducting an English proficiency ...
Chapter 7 Assessment of English Language Learners in the Era of
The intended ultimate effect of the mandated assessment of English language learner (ELL) students is their successful academic achievement in U.S. public.
Culturally Relevant Texts and Reading Assessment for English
Sep 1 2010 for assessment purposes with ELLs
Assessment of English Language Learners With Disabilities
Due to the low number of ELLs the district only employs between five and eight ESL teachers to service all schools in the district. In an inclusive classroom
Guideline: - Assessment of Children Who are English Language
The recommendations included in this guideline are important considerations for provision of services to children who are English Language Learners (ELL). The
Policy Brief Performance-Based Assessment for English Language
English language learners (ELLs) are students who are not yet proficient in English because it is not their native language.1 In the 2016 to 2017 school
English language learners
T he dramatic increase in cultural and linguistic di- versity among children and families in early childhood programs requires urgent attention. One of the most pressing needs is to improve assessment practices for young English language learners.All young children have the right to be assessed in ways that support their learning and development.
For children whose home language is not English, this means being assessed in culturally and linguistically responsive ways. A number of obstacles cause assess- ment practices and policies for these children to be ineffective; foremost are the lack of appropriate assess- ment tools and the scarcity of well prepared bilingual, bicultural practitioners. The following recommendations, with specific indi- cators of effective practice, are intended to help policy makers, program administrators, teachers, and others improve screening and assessment practices for young English language learners.Recommendations and indicators
1.Using screening and assessment for appropriate
purposesAs with assessment of all young children, assess-
ment of young English language learners should be guided by specific, beneficial purposes, with appropriate adaptations to meet the needs of children whose home language is not English.Young English language learners are regularly screened using linguistically and culturally appropriate screening
tools. Results of screenings are used to determine what further supports and services are needed. Assessments of young English language learners are used primarily to understand and improve children's learning; to track, monitor, and support development in all areas, including language development; and to iden- tify disabilities or other special needs.Young English language learners are included in
program evaluation and accountability systems, and culturally and linguistically appropriate assessment in-
struments and procedures are used. Inclusion of English language learners in accountability systems never acts as a disincentive for programs to serve English language learners. 2.Culturally and linguistically appropriate
assessments In assessing young English language learners, great emphasis should be given to the alignment of assess- ment tools and procedures with the specific cultural and linguistic characteris- tics of the children being assessed.All screenings and as-
sessments used with young English language learners are culturally appropriate. All screenings and assessments used with young Eng- lish language learners are linguistically appropriate. Translations of English language instruments are care- fully reviewed for linguistic and cultural appropriateness by native speakers well versed in the complex issues of assessment and translation. 3.Significant assessment decisions involve two or
more professionals The primary purpose of assessing young English lan- guage learners should be to help programs support their learning and development; classroom-based assessment should maximize the value of the results for teachers' cur- riculum planning and teaching strategies. Programs rely on systematic observational assessments, using culturally and linguistically appropriate tools as the primary source of guidance to inform instruction and to improve outcomes for young English language learners. National Association for the Education of Young ChildrenProjections indicate that
by 2030, 40 percent of school-age children will have a home language other than English. where we Assessments for young English language learners are based on multiple methods and measures. Assessments are ongoing; special attention is given to repeated assessments of language development over time.Assessments involve two or more people.
Assessments are age appropriate.
4.Using standardized formal assessments
The development of state and other accountability
systems has led to increased use of standardized formal assessments of young children. Specific considerations about the development and interpretation of these as- sessments should guide their use with young English language learners. It is appropriate to use standardized formal assess- ments to identify disabilities or other special needs, and for program evaluation and accountability purposes. They may also contribute to monitoring and improving learning at an individual level as part of a more compre- hensive approach to the assessment of young English language learners.Decision makers and those conducting assessments
are aware of the concerns and cautions associated with using standardized formal assessments with young Eng- lish language learners. Decision makers and test developers carefully attend to test development issues, including equivalence and norming.Decision makers and those conducting assessments
know appropriate conditions for using and interpreting standardized formal assessments with young English language learners. 5.Characteristics of those conducting
assessmentsWhatever the purpose of the assessment, those
conducting assessments of young English language learners should have cultural and linguistic competence, knowledge of the children being assessed, and specific, assessment-related knowledge and skills.It is primarily teachers who assess young English
language learners, but paraprofessionals, assessment assistants, and specialized consultants also play an im- portant role. Those assessing young English language learners are bilingual and bicultural.They know the child.
They are knowledgeable about language acquisition, including second language acquisition. They are trained in and knowledgeable about assess- ment in general and about considerations in the assess- ment of young English language learners in particular. 6.The role of family in the assessment of young
English language learners
Families of young English language learners should play critical roles in the assessment process, being closely involved in a variety of appropriate ways. Professionals involved in the assessment of young Eng- lish language learners seek information and insight from family members in selecting, conducting, and interpret- ing assessments. Programs refrain from using family members to con- duct formal assessments, interpret during formal assess- ments, or draw assessment conclusions. Professionals involved in assessment regularly inform and update families on their child's assessment results in a way that is easily understood and meaningful. 7.Needs in the field
Resources should be invested to expand the knowl-
edge base; develop more and better assessments; in- crease the number of bilingual, bicultural professionals; and create professional development opportunities in effective assessment of young English language learners.Scholars provide an expanded knowledge base about
second language acquisition and the development of young English language learners.More and better assessments are developed to meet
the most pressing needs. Policy makers, institutions of higher education, and programs adopt policies and practices to recruit and re- tain a diverse early childhood workforce, with a focus on increasing the number of bilingual and bicultural early childhood professionals.Early childhood professionals, including program
administrators, receive ongoing opportunities for profes- sional development and support in the area of assessing young English language learners.Copyright © 2009 by the National Association for the Education of Young Children. All rights reserved.
The complete supplement is available at www.naeyc. org/positionstatements. The 2003 position statement on early childhood curriculum, assessment, and pro- gram evaluation can be found at the same website.quotesdbs_dbs7.pdfusesText_13[PDF] association habitat et humanisme ile de france paris
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