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Assessment of English Language Learners – Roles, Purposes, and Types of Assessment

Overview

•  The process for identification of English learners •  Reclassification process of English learners as

fluent English proficient •  Student examples

Terminology to Know

•  Home language survey (HLS) •  Reclassification •  Proficiency test •  Achievement test •  Formative assessment •  Summative assessment •  Validity •  Reliability •  Norm

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Identifying English Learners

•  In order to provide quality education to English learners, those students must be identified as such

•  Each state has a prescribed process to initially identify English learners and to determine when they have reached fluent English proficiency

Initial Identification Process

•  Begins at registration •  Parents complete the home language survey •  Administration of initial English language

proficiency test (often within 30 days of enrollment)

•  Tests speaking, listening, reading, and writing (individually or group as appropriate)

•  Letter sent to parents with results •  Placement in appropriate setting

After Initial Identification Process

•  English learners must be annually assessed to determine readiness for reclassification

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Sample Home Language Survey

Might be translated into studentʼs and familyʼs primary language:

•  Name? •  Which language did your child learn when he/she

first began to talk? •  Which language does your child most frequently

speak at home? •  Which language do you (the parents or guardians)

most frequently use when speaking with your child? •  Which language is most often spoken by adults in

the home?

The Role of the Front Office

Customer service should begin when families and students step on campus:

•  Does a sign or kiosk say “welcome” in all languages of the community?

•  Is the front office staff ready to answer the phone and greet all comers in the languages of the community?

•  Has the district administration trained front office staff on their programs for English learners?

Sample Initial Identification Process

•  Students must be assessed immediately on arrival •  Assessments must be given annually to measure

progress •  In some states, the test is only given in English; some

states will also test in the studentʼs primary language •  All states assess the 4 domains of language (speaking,

listening, reading, and writing) •  Many test by grade spans rather than individual grades •  In many states, assessors must be trained in test

administration and evaluation

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Purposes of Language Proficiency Tests

1.  For initial identification of limited English proficiency

2.  To determine level of English proficiency 3.  To assess the progress of LEP students in

acquiring listening, speaking, reading, and writing skills in English

English Language Development Standards

•  Initiated by No Child Left Behind to achieve greater accountability

•  Define what English learners must know and be able to do as they progress toward fluency and proficiency in state English language arts

•  Levels of proficiency descriptions within standards help illustrate that language is a continuum

•  State standards are posted at state department of education Websites

•  Some states have adopted TESOL standards

Question Types

•  E.g., from Californiaʼs CELDT: •  Listening:

•  Following directions •  “Teacher Talk” •  Extended story and studentʼs demonstration of

comprehension •  Speaking:

•  Oral vocabulary •  Choose and give reasons •  Speech functions •  Four picture narrative

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Question Types, Continued

E.g., from Californiaʼs CELDT: •  Reading

•  Selected response (e.g., multiple choice) •  Writing

•  Multiple choice •  Writing sentences (from picture prompts) •  Writing short compositions (from picture and written

prompts)

Sample Report

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Student Oral Language Observation Matrix

•  Five areas: comprehension, fluency, vocabulary, pronunciation, and grammar

•  Five levels: 1 – 5 •  Includes descriptors that need calibration among

users

NCLB Requirements

•  Set 3 Annual Measurable Achievement Objectives (AMAO) for ELs in areas of English language proficiency and performance on academic content. Objectives must include:

•  Annual increases in progress in learning English •  Annual increases in attainment of English language

proficiency •  Making Annual Yearly Progress (AYP) in academic content

areas

•  Under NCLB, ELs must be tested annually for progress in English language proficiency

•  All ELs must take the proficiency test and results are reported to parents/guardians

Reclassification

•  School districts must establish their own reclassification criteria •  Multi-criteria processes must include:

•  Proficiency test score •  State achievement test scores •  Teacher input (e.g., grades, write-ups, conference

notes) •  Parent consultation

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Your Districtʼs Reclassification Criteria

•  Request from your administration •  How can you track EL progress in your own

classroom? •  What does each of your ELs need in order to

reclassify? •  How can other assessments help?

Types of Assessment

•  Proficiency test •  Achievement test •  Observation tools •  Portfolios

Types of Assessment, Continued

•  Proficiency test •  Achievement test •  Observation tools •  Portfolios •  Criterion-referenced tests •  Norm-referenced tests •  Formative test •  Summative test

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Reliability

•  I.e., the consistency of measurement or the degree to which an instrument measures the same way each time it is used under the same conditions with the same subjects

•  The repeatability of the measurement •  Reliable if a personʼs score on the same test

given twice is similar •  Not measured but estimated

Validity

•  I.e., the strength of conclusions, inferences or propositions

•  “The best available approximation to the truth or falsity of a given inference” (Cook & Campbell)

Test Bias

•  “If a test cannot be trusted with identifiable subpopulations, it is not valid in that context” (Stephen J. Schellenberg)

•  Four key aspects of validity: •  Content validity •  Construct validity •  Predictive validity •  Consequential validity

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Test Bias Quiz

Identify the problems with these items:

1.  A Spanish proficiency test for ELs shows a picture of 3 children standing at a doorstep ringing the doorbell. One is dressed as a ghost, another a pirate, and another a skeleton. The test asks, “What are they doing?” in Spanish.

2.  A math test is filled with complex word problems. ELs score much lower than their classmates.

3.  The vocabulary section of an English proficiency test shows a picture of dolphins leaping in the ocean. The test company is located in Monterey, CA, where they field-tested this item. ELs in the field test all identified these as dolphins, so it is included as valid.

What Do You Think?

In your opinion, is an achievement test given only in English with the results used to determine AYP subgroups a valid and reliable test for English learners?