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There are many issues of assessment: cultural and linguistic bias, political, social, and psychological factors, special programs testing including gifted and talented, special education and English as a Second Language (ESL), the importance of standards and the difference between language proficiency and other types of assessment such as standardized achievement tests of overall mastery, as they affect ESL student learning (Cohen, 1997).

The state of Texas is currently going through an assessment period in which it tests the English language proficiency of its students who have been identified as limited English proficient (LEP) using the Texas English Language Proficiency Assessment Standards (TELPAS) assessment (TEA, 2012). The TELPAS is a very subjective test when it comes to speaking and listening. The writing can also be described this way because sometimes teachers get caught up in comparing their TELPAS writing samples to other student writing samples. TELPAS measure language proficiency which ESL teachers understand but non-ESL teachers at the district need to keep in mind that they are grading according to a rubric for ESL students, not academic English and that their score should reflect those standards. Non-ESL teachers often need additional training in teaching literature; nurturing reading, writing, and thinking skills; and organizing for success in a way that English language learners can understand (Burke, 2008). Again, they cannot use these academic skill measures during the TELPAS assessment.

Our district is comprised of over 70 percent non-native English speakers. Therefore, it is necessary that in addition to our regular standardized assessments, we administer the Texas English Language Proficiency Assessment S...

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...en, how eligibility is determined, what level their child has currently tested and how to exit their child from the program(s). Parents also have the appeal process thoroughly explained as it is their right to be informed about any decisions made regarding their child. The parent’s approval is required only once for entry into the program and is valid until the parent withdraws consent, the student is exited from the program or the student graduates from the high school.

It is vital that these assessments continue to go through a revision period as educators tend to incorrectly believe that simply because a test has been standardized that it is somehow a thorough assessment for English language and academic growth (Cohen, 1997). It is through periodic reviews of the assessments that we ensure that our students are receiving the best tools for their academic success.