And from: Stefanakis, E. Whose judgment counts? Assessing bilingual children, K Portsmouth, NH: Heinamann. With generous support provided by the National Education Association. I'm just finishing the process of taking TED , and in this process, it has opened my eyes to the endless possibilities of teaching ELLs.
I look forward to someday in my classroom having ELLs, and will now since taking this class have a good perspective on how to teach to their needs. I would strongly recommend taking this class or a class like it to help in your future as an educator.
On this page Performance-based assessments Portfolio assessments Assessing content knowledge Related video.
You can use performance-based assessments to assess ELLs' language proficiency and academic achievement through methods such as: oral reports presentations demonstrations written assignments portfolios. Here are examples of commonly-used activity types designed for assessing speaking or reading: Reading with partners Retelling stories Role playing Giving descriptions or instructions using visual or written prompts Oral reporting to the whole class Telling a story by using a sequence of three or more pictures Completing dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groups Brainstorming Completing incomplete stories Playing games When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time.
For example, in one role play activity, you might assess ELLs' abilities to: Respond to "what" and "where" questions Ask for or respond to clarification Read addresses or telephone numbers.
Portfolio assessments Portfolios are practical ways of assessing student work throughout the entire year. Portfolios can include: Samples of written student work, such as stories, completed forms, exercise sheets, and descriptions Drawings representing student content knowledge and proficiencies Tapes of oral work, such as role-playing, presentations, or an oral account of a trip Teacher descriptions of student accomplishments, such as performance on oral tasks Formal test data, checklists, and rating sheets Checklists or summary sheets of tasks and performances in the student's portfolio can help you make instructional decisions and report consistently and reliably.
In addition, here are a few ways that your ELLs can have an active role in the portfolio process: Students can select samples of their work and reflect on their own growth over time. You can meet with ELLs to develop their goals and standards. Together with students, you can set tangible, realistic improvement goals for future projects. Students — as a class, in groups, or individually — can create their own rubrics. Assessing content knowledge ELLs need to learn grade level academic content even though they are still in the process of learning English.
Scaffolding assessments allow ELLs to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers. Consider giving ELLs extra time to complete these tasks, or to give short responses. Differentiated scoring scores content knowledge separately from language proficiency. To score content knowledge, look at how well ELLs understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses.
Reprints For any reprint requests, please contact the author or publisher listed. Related Content Assessment of English Language Learners Assessment can take a variety of forms How assessments vary among subject areas Quick ways to check understanding. Most Popular. Are the guidelines and criteria for the use of each instrument and method included in the procedures?
For example, if a commercial English language proficiency test is utilized, has the district followed the test publisher's guidelines for use of the test? Are appropriate timeframes established for each step of the assessment process?
Are the timeframes reflected in the ELL plan? Does the description identify the person s responsible for assessing each student and any special abilities, skills, and training that individuals may need to conduct the assessments? Does the description include a statement of the criteria e. Do the criteria include an objective measure s?
Does the plan describe the interrelationship and weight accorded to the criteria e. Does the ELL plan contain a statement of how the district will maintain documentation of the assessment results and its decision regarding whether students are ELL? Does the plan note where such records are kept and by whom? Read association publications and attend TESOL events striving to advance professional expertise in English language teaching and learning.
Every teacher is an ELL teacher With the right support, you can help all students succeed. Closing the achievement gap Despite our best efforts, 25 percent of English language learners drop out of school.
ELL Assessments Use innovative technology to measure language proficiency and academic achievement.
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