Ell assessment

Assessment of English Language Learners

What is the definition of an English Language Learner?

“ELL”

In the United States, a linguistically and culturally diverse child is one who is exposed to a language other than English and a culture other than Euro-American at home and in daily interactions.

ELLs are a subgroup of these students, identified through valid and reliable assessment, as having levels of content mastery and English language proficiency that make it impossible for them to access, process, and retain unmodified grade-level material delivered in English.


What is the definition of an English Language Learner?

Short definition of “ELL”:

Linguistically and culturally diverse students whose English language proficiency precludes them from accessing, processing, or learning grade-level material in English.


Where do Spanish-language ELLs come from?

ELL assessments may be through:

• English language proficiency tests (anchored in state standards)

• In-class tests of content mastery (with accommodations for ELLs)

• State academic assessments to score/report data on language and content mastery


“VALIDITY”A valid test – measures what it purports to measure (test must be authentic and performance-based without

bias or confounding due to language complexity)

“RELIABILITY”A reliable test – is repeatable with same results (test administrators have consistency in planning,

implementing, and scoring student performances)


Primary Purposes for Assessing ELLs1. Identification & Placement –

to determine eligibility for support2. Monitoring Progress –

language proficiency & academic achievement3. Accountability –

language proficiency & academic achievement4. Reclassification/transition –

to move from support to mainstream5. Program evaluation –

to determine effectiveness of support


Tier I Measures (first stage):

• Home language survey - L2 • Student language survey – L2 (self reported)• Language proficiency test – qualified administrator

Tier II Measures (next stage):

• Academic achievement tests – L1 & L2• Reading inventories• Writing samples

Identification of English Language Learners

LPAC may include the following representatives:

• Campus administrator• Professional bilingual educator (if available)• Professional transitional language educator (ESL)• Parent of an ELL student (not employed by school)

Number of LPACs per school district depends on the number needed to perform their duties within 4 weeks of the enrollment of the ELL student.

http://www.tea.state.tx.us/curriculum/biling/

Language Proficiency Assessment Committee: LPAC

LPAC responsibilities follow a cycle throughout the year. They include:

• Identification• Assessment & documentation review• Placement• Instructional methodologies and/or interventions• Collaboration• Annual review• Assessment decisions• Parental notification

Language Proficiency Assessment Committee: LPAC

Table 1.2 Variables influencing ELL academic success (p. 6)

1. Language/culture of daily interactions2. Exposure to academic language outside school3. Educational experiences (in US or outside)4. Continuity of educational experiences 5. L1 proficiency6. L1 academic achievement7. L2 proficiency8. L2 academic achievement9. Time spent per day for educational support services10. Time spent over years for educational support services11. Socioeconomic status in the US


1. Who wants to learn and use English? Why?

2. English is not the official language of the U.S., but you must pass an exam given in English to become a citizen. Do all Americans want to speak, read, and write English?

3. If you had to move to a Spanish-speaking country to find work, would you consider giving up use of English and ONLY speak, read, and write Spanish for the rest of your life? What about Chinese?


Sample Surveys/Assessments