Assessment of ell students
Next, I suggest that teachers work with students to co-create appropriate goals for using more sophisticated academic language. Therefore, while it may be wise to compare teacher and classroom assessments on an annual or semi-annual basis to the standardized test score, it would — using that test score would not be useful for informing weekly and bi-weekly, and monthly assessments that are going to be so much more specific to instruction, and so much more diagnostic than those broad statewide tests could ever be.
Also, tests really only measure what students can memorize or recall, not necessarily what work they can produce.
For example, when working through a Smarter Balanced mathematics practice item, you might share your thought process while using the bilingual glossary before ultimately choosing the correct response.
You then are left guessing as to whether or not your student actually understood what you were testing them on. It is possible to assess ELLs' understanding of math, science, social studies, and other content areas somewhat independently of their level of English proficiency.
Ell test sample
How would you incorporate these accommodations in classroom instruction and assessment? Follow her on Twitter. This exercise gave teachers a small sense of how flawed content assessment can be for ELLs when students are not yet fluent in the language. And so the good news is we do have accountability requirements for monitoring the progress of these students. Teachers can also use ELP assessment data to communicate the students' progress from year to year to students and their families; additionally, they can share students' areas of linguistic strengths and needs with other educators. Assessing content knowledge ELLs need to learn grade level academic content even though they are still in the process of learning English. The ESL teacher can take a lead role in facilitating the conversation. The teacher can even read the instructions aloud, in the native language if possible, to avoid potential confusion. Because it can be detrimental for an ELL to receive unfamiliar accommodations such as a bilingual dictionary for the first time on a content test, committee decisions about accommodations should be made at the beginning of the school year so the student gets used to the accommodations. It uses "accommodations" to define supports for students with disabilities. To help test students on content knowledge, try to use a lot of visual cues. Specifically, it's been helpful for content teachers to see how the ELL performed in each language domain speaking, listening, reading, and writing. If the teacher only speaks English, it is still possible to seek the services of a Spanish speaker, for instance, for help with assessments. Teachers can use the data to determine the language domains most in need of development and then focus instruction on these areas. After all, all teachers are indeed language teachers!
Delia: A good example. The three strategies that follow can help educators collaboratively advocate for equity in assessments for their English language learners.
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