What is the Value of a Variety of Assessment Practices for ELLs?
Having a variety of assessment practices facilitates the appreciation of the fact that learning is a complex process that entails an integrated and multidimensional approach. It not only involves what learners know but also how they can utilise what they know, it not only involves abilities and knowledge but also habits, attitudes and values of mind that have an impact on both academic performance and success that goes beyond school. Therefore, having a variety of assessment practices gives a more accurate and complete picture of education and this will improve the educational experience of students.
Should ELLs be assessed differently from non-ELLs in any way? Why or why not?
ELLs should be assessed differently from non-ELLs by allowing accommodations because the students come from different educational backgrounds, this means that the learners may have different degrees of formal schooling in English, the degree of exposure to standardized testing may also vary. In terms culture, the students might have come from different educational backgrounds and such differences may put the students at a disadvantage in regards to standardized testing. (Gottlieb, 2006)
Discussion #2:
How does assessment data from the various formative and summative assessment tools, such as AZELLA and high stakes standardized tests, drive instruction for English language learners as well as native English speakers?
High stake standardized tests and AZELLA aim at designing the tests in such a way that the scoring procedures, interpretations, questions and conditions for administering are consistent so as to promote validity and equity. Such tests have to take into consideration the native English speakers and English language learners. There two forms of support that can help drive instructions for learners; the direct and indirect support. Such tests achieve this using direct linguistic support by providing an adapted or translated version of a test. This is done by giving test directions in the native language of a student orally or giving an adapted version of the given test. Other tests are transadapted by culturally translating a test for the learners. The tests can also utilize indirect support by either lengthening the testing time or by administering tests in small groups or individually.
Reference:
California State University (1998): Principles of good practice for assessing student learning. Academic affairs outcomes assessment forum. San Bernardino. Retrieved on 2010-04-13 from http://web.archive.org/web/20061208021319/http://academic-affairs.csusb.edu/progs/assessment/forumf98.htm
Gottlieb, M (2006): Assessing English Language Learners; bridges from language proficiency to academic achievement. Corwin Press, Inc.
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