1. Determine how it is used
Language is the key distinguishing feature for ELLs and as such language in early and elementary school setting are used to determine the oral English help proficiency. This is basically to determine first and second language vocabulary skills and predict. The ELP test is required for the purpose of determining the student’s eligibility for bilingual education services.
An elementary form is administered for students in grades 3-5 while the middle grades form is administered to students in grades 6-8. The tests contain similar item types; extended response or multiple choices and yield scores on four subtests namely speaking, reading, writing and listening. Subtest scores are then combined to form a total composite score.
2. Explain its benefits and drawbacks
Any company that does business in English and employs non-native speakers can use the ELP to learn more about its employees.
There is no ELL standardizing program that is expected to be used repeatedly without a rigorous program of ongoing construct validation.
Summarize five alternative assessment formats
There have been a lot of arguments here from different quarters. Authors argue that the failure of 60 years reliance on assessment tests through standardized tests to help reduce achievement score gaps should compel all stakeholders to rethink on the role of the assessments. Evidence from all over the world indicates that reduced achievement score gaps but with a strong achievement gains when teachers implement student involved classroom assessment practices. This paper will briefly summarize five standards of sound classroom assessment practices that, if put into practice, will permit teachers and schools to tap an untapped reservoir of motivation which will end up benefiting students especially the one seen as slow or low performers.
This is a “what we have learnt” sort of discussion. The main aim here is to assess a single happening, say, for example a field trip. Teachers are then to review all lessons to establish a closure. Students are also to be engaged in reviewing weak and strong samples to be able to determine attributes of good performance product.
A record can be defined a collection of written observations of students that is related to their progress in learning. Students can be used in record keeping to teaching the lessons. This encourages the learners to monitor their improvements over time through a repeated self-assessment process. For example, this written account of observations may be kept in a separate notebook or included in a student’s portfolio
Portfolio refers to a collection of samples of a student’s work used to give evidence of progress in learning. Portfolios are an opportunity for students to provide documentation of their learning activities, ideas and reflections. They can help students take more responsibility for their own learning. By making decisions about what to include in their portfolios, students become knowledge producers rather than knowledge receivers. As students build growth portfolio of evidence of their success over time, they can easily reflect on the changes they see and can easily gain a sense of control over their own learning. This is especially a very powerful confidence builder in students. Portfolio is not supposed to be an easy alternative to honest assessment or a gimmick used to substitute for testing. If the portfolio is taken seriously, applied with skill and intelligence, it can become a teacher’s valuable tool,
The school can be used as the setting where a number of conferences can take place. A peer conference can be composed of a group of five to six students who meet together to assess the written work of the group members. Here, students can provide help, feedback, and other ideas to each other in a non-threatening atmosphere, before work is turned in the teacher for grading. We can also have teacher-student conference held on concerning the student’s educational progress. This is a breakthrough in communicating about student achievement, by students telling the story of their own success story.
Standardized Testing and Language Proficiency
I believe that standardized testing and language proficiency is not a workable method for monitoring student progress in general. While standardized tests are easy to administer, easy to score and easy to interpret, they do not provide teachers with all the information they need to make decisions about their students’ especially on instructional needs or progress. In addition, I believe that viewing content as the only component of the curriculum is an incomplete and shortsighted position.
Stiggins, R and Chappuis, J. (n.d.). Using student-involved classroom assessment to close achievemtn gaps. Theory into practice, 44 1, 11-18