Classroom assessment and English Language Learners: Teachers' accommodations implementation on routine math and science tests

2016 ◽  
Vol 54 ◽  
pp. 139-148 ◽  
Author(s):  
Beth Clark-Gareca
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Classroom Assessment ◽  
Science Tests ◽  
Math And Science

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

2011 ◽  
Vol 28 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Lorena Llosa
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Classroom Assessment ◽  
English Proficiency ◽  
The United States ◽  
High Stakes ◽  
Classroom Assessments ◽  
Key Issues

With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to assess English language learners’ English proficiency. First, the paper describes a study of a standards-based classroom assessment of English proficiency in a large urban school district in California. Second, using this study as an example and drawing from the literature in language testing on classroom assessment, this paper highlights the major issues and challenges involved in using English proficiency standards as the basis for classroom assessment. Finally, the article outlines a research agenda for the field given current developments in the areas of English proficiency standards and classroom assessment.

scholarly journals Classroom Assessments for Improving Writing Proficiency of English Language Learners: Innovation, Interaction, and Impact

2018 ◽  
Vol 9 (2) ◽  
pp. 243 ◽  
Author(s):  
Dipima Buragohain
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Classroom Assessment ◽  
Writing Proficiency ◽  
Esl Writing ◽  
Educational Tools ◽  
Classroom Assessments ◽  
Improving Writing ◽  
Assessment Strategies

Classroom assessments are one of the most essential educational tools which can help teachers understand what their students are learning, by means of a) identifying students’ strengths and weaknesses, b) monitoring their learning and progress, and c) planning and conducting instruction. The current study aims at investigating various strategies of classroom assessments for improving writing proficiency of English language learners (ELLs) while highlighting primarily on three parameters: 1) innovation (new and innovative classroom assessment strategies), 2) interaction (student interactivity and engagement), and 3) impact (impact of the new assessment strategies on ESL writing proficiency in particular and overall learning process and proficiency in general).

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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