Click here to read the first post in the series. In recent years, many schools have raised the bar on writing instruction. We now expect middle and high school students to do the kind of written analysis and critique that was once limited to the college classroom.
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.
With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives.
Portfolios include information, sample work, and evaluations that serve as indicators for student performance. By documenting student performance over time, portfolios are a better way to crosscheck student progress than just one measure alone.
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.
Checklists can also help you collect the same kind of data for each student. In this way you can assess both the progress of one student and of the class as a whole.
This sample math development checklist is an example of how you can organize your data collection for each ELL. 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, such as with this sample writing criteria chart. 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.
Even if ELLs are at the beginning or intermediate stages of English language development, you can still use their thinking ability and challenge them with content knowledge activities. ELLs need your help to exercise their critical thinking skills — such as knowledge, comprehension, application, analysis, synthesis, and evaluation — in order to succeed in school during all stages of English language development.
It is possible to assess ELLs' understanding of math, science, social studies, and other content areas somewhat independently of their level of English proficiency. The following assessment techniques can help you adapt assessments to reduce English language difficulties while you assess ELLs' actual content knowledge.
These techniques can be used separately or simultaneously as needed. 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.
You can use a content area progress form with the above techniques to rate your ELLs' overall content achievement in class. You will need separate forms for math, science, and social studies performance. It is important to note that if students are being instructed in content in one language e.
Read about assessing fluency. They don't speak English. Starter Kit for Primary Teachers. Assessing bilingual children, KAssessments inform you about your students' foundational skill proficiency and reading comprehension.
They help you place students in appropriate guided reading levels, monitor their progress, and align your instruction to their needs. Assessing ESL students in the subject classroom. Portfolios, containing a variety of different work products (such as writing samples, labelled diagrams or pictures, checklists, audio files), are a good way for students to demonstrate their developing knowledge and skills.
Here is a brief overview of alternative assessments for ESL. Using Informal Assessments for English Language Learners; Technology Review: Ellevation Software ; Writing a paragraph with high school ELLs. Writing a paragraph with high school ELLs Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets.
Formal assessments are useful for ranking students. Formal assessments are useful for determining which students are falling behind. Formal assessments are only useful if the students are already. Writing Instruction for ELLs What does it take to help English language learners (ELLs) become successful writers?
This section offers a number of ideas and resources from veteran educators and researchers for students of all ages and proficiency levels.
ELL Assessments are designed for tracking students' language skills progress at key points in the school year. Assessments at all grade ranges give teachers in-depth information about students' language development across the domains of speaking, writing, reading, and listening.