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English as a second language
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At Manhattan School of Computer Technology, when planning assessments to be taken by English as a Second Language students, teachers are encouraged to apply the principles of good assessment practices. We firmly believe, that assessment of English as a Second Language students (ESL) must be given attention at all levels in our school assessment policy. Moreover, the content assessments taken by ESL students must be reliable and valid. If all our teachers are to get this correct, improvement of educational opportunities for our ESL students will be achieved. The ensuing paper will critically assess a language test specifically set for ESL English students. In so doing, the following will be highlighted: the criteria used to evaluate assessment instruments; technical information on the test given; and the validity of the test as it regards its intended audience.
Criteria Used to Assess the Test
Cohen (1994) stated, “One of the primary reasons for conducting a language assessment in the classroom is to promote meaningful involvement of students with material that is central to the teaching objectives of a given course.” p. 13 Does the test on pages 2 – 6 promote meaningful involvement? In my opinion, the answer is no; I am not sure if the tasks assessed is reflecting the overall objectives of the program. A real question to ask is whether these goals were made known to the students at the commencement of the course. Consequently, when measuring this test against Cohen’s criteria for “evaluating assessment instruments” as it relates to instruction. I found that the instructions given for each section are clear and precise, the test can be given by another teacher if the designated teacher is not there. Also, the timing seems reali...
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Boston, MA Heinle & Heinle Publishers.
Davidson, F. & B. K. Lynch (2002). Testcraft: A Teacher 's Guide to Writing and Using
Language Test Specifications.London: Yale University Press.
Hamp-Lyons, L. 1990. Second language writing assessment issues. In Barbara Kroll
(Ed.) Second language writing: Research insights for the classroom NY: Cambridge University Press. Retrieved on August 7, 2016, from http://www.academia.edu/1550628/A_critical_review_of_the_IELTS_writing_test
Validity in Assessments: Content, Constructive, and Predictive Validity n.d Retrieved on
August 7, 2016, from http://study.com/academy/lesson/validity-in-assessments-content-construct-predictive-validity.html
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
This article, reporting on the research done by Margo Glew and Charlene Polio of Michigan State University, examines writing assessment in a different way than most research on the topic. The goal of this research was to look into how an ESL student chooses prompts for a writing exam when offered a choice. Polio and Glew not only investigate how they choose, but how long it takes each student to choose and if they should even be given a choice at all.
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
Sacks, Peter. Standardized Minds: The High Price of America's Testing Culture and What We Can Do to Change It. Cambridge, MA: Perseus, 2000. Print.
Build on learners' prior knowledge; (4.) Provide constant review; (5.) Simplify language; (6.) Build other skills while developing English. The use of standardized testing to identify and assess the progress of English language learners with special needs is problematic. Normally designed for native English speakers, many assessment instruments do not reliably assess speakers of other languages because they ignore differences among linguistic and cultural groups (Schwarz & Burt, 1995). Assessment of English language learners with special needs should...
Standardized testing is an unfair and inaccurate form of judging a person’s intellect. In many cases, people are either over- or underrepresented by their test scores, partly because America does not currently have the capabilities of fairly scoring the increasing number of tests. Additionally, many students today are not native English speakers, and their capabilities could be grossly underestimated by these types of exams. Although President Bush is a supporter, many influential people are against this bill, including the largest teacher’s union in the United States, which has formed a commission in opposition to the President’s proposal.
As a second language learner I have never expected myself to be a perfect writer throughout the semester. Even If English was my first language still, I would not be a perfect writer. It is not about first or second language, it is about how well I understand the learning objectives. Then organizing and writing with my own ideas and putting them in my paper. I am going to be honest, I am not good at English subject and English subject is my strongest weakness than the other subjects. In this paper I will discuss and analyze my own writing, reflecting on the ways that my writing has improved throughout the semester.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
In the past,large scale and standardized testing organizations have implemented language assessments aimed to assess the English language proficiency of students aiming to study in higher education.These high stake tests play a vital role when decisions made on individual performance and its outcome is considered as a diagnosis of the test takers’ ability.Among these performance, the International English Language Testing System ( IELTS) writing score is considered by most universities a benchmark against learners success in higher education.This has increase the concern of non-native (NNS) raters reliability and their consistency in rating scores in countries these tests are adopted. Although these NNS raters are not qualified as IELTS examiners,they are occupying IELTS preparation language classes in these countries. As a wash back to the assessment,the curriculum of such courses is shaped by how the raters perceive the assessment criteria.
O’Neill,S., Gish, A. (2008). Teaching English as a second language. South Melbourne, VIC: Oxford University Press.
Cohen et al. (2010) wrote that assessment can be a major contributor to raising standards in schools in terms of teaching, learning and student achievement. In addition, if assessment is properly handled with consistency, reliability, validity and rigour, it can have a possitive effect on learning and can improve students' own understanding of how can they learn more effectively and improve.
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
Today teachers have various forms of evaluating the students before taking a performance test as ISTEP or ACT. The evaluation, falls into two categories known as formal or informal. Formal assessments have data to defend the conclusions made from the exam; these tests usually are referred to as a standardized test, (Noyce 2011). For example, the SAT is a performance test, meaning it is testing everything a student has learned up until that point in time. The SAT gathers information and gives a student the score, the score then determines acceptance into college as well as some financial aid. This is a big deal because it determines where the student will go and what profession they could go into. It is even harder for those learning English as a second language. According to the Journal of International students, 63% of students admit they have problem reading and ...
Writing and Learning Disabilities International: Overcoming Learning Difficulties 6.3 (2006): 347-67. Web. 16 Feb. 2014.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...