ELL assessments
Introduction
This paper outlines the procedures that Lumberg Elementary School uses to identify ELLs, the formal and informal assessments that are conducted to determine students' language proficiency levels and how English language development is monitored over time. The paper also includes a description of the methods used by ELL teachers to ensure students access grade-level content and develop language simultaneously.
Procedures for identifying ELLs
The following procedure is used to identify ELLs:
i. When students enroll in Lumberg Elementary School, they must take part in a Home Language Survey (HLS). This survey is mandatory for all new students and is used to help in determining if a student is an ELL.
ii. If the responses to all the survey questions are English, the student is considered proficient in English and the identification process is terminated. The results of the survey are kept in the student’s permanent records. If the response to any of the HSL questions is not English, the school ELL teachers are informed and given a copy of the survey.
iii. The student is considered a language minority learner at this point. If the student is new to Colorado, he/she is given a CELAplace test to determine his/her English Language proficiency level.
iv. All students who are identified as ELLs are tested in January on CELApro (The Colorado English Language Acquisition Proficiency Assessment) and get the results in April. Copies of the results are given to the ELL teacher and also placed in the students’ records.
Assessment of students' language proficiency level
The teachers at Lumberg Elementary School use both formal and informal assessments to determine how to group ELLs, their instructional and proficiency levels. A student’s English language proficiency denotes his/her understanding of the English language and capability to use that knowledge to listen, speak, read and write to function effectively in a typical classroom. The teachers evaluate CELA results and discuss how best to group and instruct students. They also have access to a report on SOARS which contains students’ information including their CELA status.
CELApro is used as a formal method of assessment to monitor students’ English language development over time. Its main purpose is to determine the level at which Non-English-proficient and limited-English-proficient students in Colorado meet the Colorado English Language Development Standards in the four language domains; Listening, Speaking, Reading and Writing[ CITATION CDE11 \l 1033 ]. Student who score below average in any of the four domains are identified as limited-English-proficient and become eligible to receive ELL services. The school assigned ELL teacher or ELL Committee determines the student’s placement in the ESL program. Data from CELApro assessments is used to monitor individual student, school, and district development toward attaining English Language Proficiency[ CITATION CDE11 \l 1033 ].
For students who are Fully-English-proficient, a designated ESL coordinator has the discretion to evaluate their academic records in order to establish if the administration of CELApro is necessary. If a student’s academic record shows grade level academic performance, the ESL coordinator may recommend that the student not take CELApro. The final decision however lies with the student’s parents/guardians. Some may insist that the assessment be administered to the student. A decision not to take the test must always be documented including the justification for the decision, and placed in the student’s permanent records.
Performance-based evaluation and portfolio assessment are also used as informal methods of evaluating ELLs. Both methods make use of mainstream classroom activities to evaluate progress toward goals and objectives of the English curriculum. These activities are monitored and documented by instructor observation and student self-evaluation. While Performance-based evaluations are based on classroom lessons and daily tasks, portfolio assessments are practical ways of evaluating students all through the year.
The role of ELL Teachers
Teachers use several methods to ensure that students can access grade-level content and develop their English proficiency. These methods include; scaffolding instructional materials and lessons so that students can comprehend content, using several visual aids (diagrams, pictures, and videos), reiteration of language and concepts, building background knowledge for students, and using theme based lessons with content objectives.
ESL teachers have the responsibility of determining and putting in place the most appropriate instructional support in accordance with students’ needs and Colorado state guidelines. In addition to language proficiency tests, several standards are considered in assessing the level and delivery of ELL services. For instance: teacher interview, students’ records, student course grades, portfolio-based evaluation and informal assessment.
The performance-based assessments that teachers use to evaluate students are based on classroom tutoring and daily tasks. These assessments evaluate the language proficiency of ELLs and their educational achievements through written assignments, oral reports, presentations and portfolios. Additionally, teachers use scoring rubrics and checklists to assess and grade ELLs. All these assessment and tutoring activities are geared towards ELLs' present level of English proficiency and are developed by teachers to ensure that students access grade-level content and develop language at the same time.
References
CDE. (2011, April 13). CELA. Retrieved April 27, 2011, from The Colorado Department of Education: http://www.cde.state.co.us/cdeassess/index_cela.html
