Assessing English Language Learners

Assessments

• The diagnostic evaluation is employed to collect the student's data to determine what the student is

capable of doing and comprehending. The instructor will be able to plot out the curriculum with a

visual designer's help or by conducting a pre-test (Stenger, 2015).

• Formative evaluation is performed at various points in the teaching and education process. This

evaluation offers a variety of chances, not only for the instructor but also for the student. At any

point, formative evaluations may be carried out (Ferlazzo & Hull Sypnieski, 2012).

• The final evaluation of the pupils' educational progress is the summative assessment. The summative

evaluation may occur once per week, twice per week, once per month, etcetera.
In validating the exam, there must be a significant congruence between the ELP evaluations administered

by a state and the ELP criteria administered nationally. The essential components of the state

examination are required to be derived from the state ELP requirements, and the information and

abilities referred to as content criteria are what schools are required to teach their students.

As per the description provided by the Arizona State Department of Education for ELLs

testing accommodations:

• Institutions have the option of

extending the testing period for

English Language Learners

• Schools should also offer

assessment conditions and

equipment that are conducive to

learning for kids who speak ELL

(Ferlazzo & Hull Sypnieski, 2012).

• Upon the English Language Arts

examinations given to students in

grades 3-8 and the Regents

Comprehensive Examination in

English, examiners are permitted to

read the auditory text to ELLs three

times.

• English Language Learners are

entitled to important and anticipated

 testing accommodations in the form

of multilingual lexicons (Stenger,

2015).

The information gleaned from the evaluations will be utilized to:

• Devise individualized plans for assistance in teaching

• Come up with teaching plans for each day of the week (Ferlazzo & Hull Sypnieski, 2012).

• Establish specific objectives for both the learners and the instructors.

• Keep track of both the students' and the teachers' progress.

• Identify any loopholes in your professional advancement (University, 2022).

Establish methods to effectively convey prompt and relevant feedback to pupils and their families,

particularly methods for learners to reflect on their learning.

• Try to be as descriptive as you can.

• Let the student know as soon as

possible rather than waiting till later

• Discuss the progress that the

learners have made toward a goal

• Be mindful while delivering the

critique (Stenger, 2015).

• Include students in the process as

much as possible.

• Journaling
 • Engaging in some kind of writing

practice (University, 2022).

References

Ferlazzo, L., & Hull Sypnieski, K. (2012). Assessment & Reflection With ELLs—And All Students

(Opinion). Retrieved 5 September 2022, from

https://www.edweek.org/teaching-learning/opinion-assessment-reflection-with-ells-and-all-

students/2012/05

Stenger, M. (2015). 5 Research-Based Tips for Providing Students with Meaningful Feedback. Retrieved

5 September 2022, from https://www.edutopia.org/blog/tips-providing-students-meaningful-

feedback-marianne-stenger

University, C. (2022). How to assess departments and programs - Eberly Center - Carnegie Mellon

University. Retrieved 5 September 2022, from

https://www.cmu.edu/teaching/assessment/assessprogram/index.html