Thornbury (2001:18) defines assessment as “different ways of collecting information about learner’s progress and achievement”. In other words it is the process of gathering, describing or quantifying information about performance (Coombe & Hubley: 2007). Assessment is not only gauging learner’s ability but also about measuring the quality or success of a teaching course, etc. (Richards & Platt: 1992). However, assessment is mistakenly restricted to testing which is, in fact, a component as are interviews
I. Introduction Assessment is vital to the education process considering that it allows teachers diagnose students’ difficulties, strengths and provide positive, supportive and useful feedback to learners since it measures not only the students’ performance, but also, the progress they are making (Lennon, 2012, p.4). In the same token, an article about classroom assessment states that “assessment is a systematic process of gathering information about what a student knows, is able to do, and is learning
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
The principles of Language assessment are principles that are used to evaluate a test, to create a new test or to make a better test. According to Brown (2004) these principles should be applied in formal tests and all sorts of tests as well. One of the main points in this book “Language assessment: Principles and classroom practices. London: Longman” is how to use these principle to develop a new test for students, but what are these principles? These cardinal criteria are practicality, reliability
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
ELL Assessment Process The English Language Learner (ELL) assessment process is different in each state. Each state must assess student’s performance in reading or language arts in order to comply with the No Child Left Behind Act (NCLB). In addition NCLB requires that schools receiving Title III funds annually assess the English Proficiency of all Limited English Proficiency (LEP) students participating in Title III programs. Although the assessments may vary, the goals of the assessments are all
Many countries have created their language policies to promote or demote the use of a specific language or set of languages. It is a way to keep one certain language in a country; otherwise, there would be many languages spoken in it. Nevertheless, one can speak their native tongue anywhere, but the way government documents are printed are according to the language the country selected. For example, the United State selected English as their primary language. This means that every governmental document
Language Self-Assessment Verbal and written language is how people communicate with each other and encourage thoughts, achieve goals, and build relationships. Speaking a single, or multiple languages, and growing up in different setting can seriously alter the way that people speak the same language. This can either encourage diverse communication or make communication all but impossible. For the most part I speak English fluently, it is the only full language that I can speak and I developed this
The topic for today’s reading was, Behavioral Language Assessment: Part 2 (VB-MAPP). In one of the assigned readings, Assessing Your Child, we read how most speech pathologists look at language as either expressive or receptive, and that talking is a learned behavior controlled by environmental variables such as motivation, reinforcement, and antecedent stimuli. As we talk, we receive some sort of acknowledgement for our speech and this is how language begins to take shape in typically developing
topic for today's reading was Behavioral Language Assessment: Part 1 (ABLLS-R). One of the assigned readings, Language Assessment and Development in Toddlers with Autism Spectrum Disorders, presented several key findings emerged from a study of early language abilities in a large sample of toddlers with ASD. They found out that although the measures employed in this study to assess emerging language skills in toddlers with ASD involved direct assessment, parent questionnaire and parent interview
Tool (name): Language Proficiency Assessment Committee (LPAC) Grade levels and/or subject areas: The LPAC serves all ELL students (or potential ELL students) in grades K-12. Description: The LPAC is a committee comprised of four members: a LPAC administrator, a bilingual or ESL teacher, a parent of an ELL student, and a general education teacher who acts as a representative for all parents of ELL students. This committee meets at least three times a year (as required by law) and reviews the academic
Summary The topic for today’s reading was, Interpreting the Language Assessment. In one of the assigned readings, Interpreting the Behavioral Language Assessment, emphasized that the purpose of the behavioral assessment is to provide the tester with enough information to design an individualized language intervention program for a specific child. Therefore, to establish an effective intervention program for particular child the tester must identify the most appropriate starting point for initial
The second language learner that I have chosen to assess in my case study is an international student from Korea who is now attending year 11 and does the ESL course at my school, the Hills Grammar School. I will refer to my student with the name ‘John’ for confidentiality reasons. In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading
L.F. & Palmer. A.S. (1996). Language Testing in Practice: Developing and Designing Useful Language Tests. Oxford: Oxford University Press. Brown, H.D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education. Brown, J.D. (1996). Testing in Language Programs. Upper Saddle River, NJ: Prentice Hall Regents. Buck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press. Flowerdew, J. & Miller, L. (2005). Second Language Listening: Theory and Practice
Institute of Mental Measurements at the University of Nebraska, Lincoln. In addition to the MMY, which is updated periodically, the institute publishes a variety of other test-related publications 10. Discuss the ethical and legal implications of assessment, including the right to privacy, right to know, informed consent, intellectual property rights, user qualifications, protection of test materials, and confidentiality. The Ethical Standards set forth enforceable rules for conduct as psychologists
Situative and other sociocultural perspectives on learning construe knowing as fundamentally social Discourse to Enhance Formative Assessment and Practice (Gutierrez & Rogoff, 2003; Lave & Wenger, 1991) and view participation in discourse, for example, as primary characterization of learning and knowing. In this sense, enhancing participation in discursive practices is learning and not simply something that supports learning. In this article, authors draw on Hickey, et. al.' sociocultural views of
Assessment 1: Denver II 1. Describe the assessment and clearly state the purpose of the assessment. The Denver II assessment is based on the examiner’s actual observation rather than parent support. It is designed to assess a child’s performance on various age-appropriate tasks and to determine the child’s current developmental status. The Denver II includes four areas consisting of 125 tasks: personal-social, fine motor-adaptive, language, and gross motor. In order to administer the assessment
A comprehensive approach to literacy instruction has two components, reading and written expressive language. As students learn about reading, they reinforce ideas about written expressive language; furthermore, when students learn about written expressive language, they are reinforcing ideas about reading. Another factor to a comprehensive approach to literacy is reading. Reading is the process that involves the translation of symbols on a printed page into words and understands the word meaning
Assessment is an integral part of any language program. Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates. It is a major concern of those who learn, those who teach and those who are responsible for the development and accreditation of courses. In the area of language learning and teaching, teachers usually correct the learners. However, rarely do these corrections lead to further improvement, especially
segment "Overview of Assessment"," briefly explain the importance of developmentally appropriate assessments. Assessment is a very important part to early childhood education. Assessments help educators by gaining information that can help make important decisions that will help with the development of children. Developmentally appropriate assessments can help educators learn what children can do and the things that they know. There are four purposes that the information from assessments are used for.