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Chapter 3: ESL (ELL) Assessment Assessing Older English Language Learners L2 Proficiency Very limited Limited Limited fluency a) a) b) a) b) c) d) e) f) g) h) i) j) k) l) a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) Home language interview Oral language assessment rubric Concepts about print test Anecdotal records Shared reading of L1 books Word sorts Letter recognition test Names test Self/peer assessment Reading conferences Reading logs interest surveys Write in L1 Primary language literacy test Oral language assessment rubric Anecdotal records Shared reading of L1 books Word sorts Letter recognition test Names test Cloze Self/peer assessment Strategy checklist Graphic organizers Reading conferences Reading logs interest surveys reading inventories a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) Write in L1 Oral language assessment Anecdotal records Names test Word sorts Letter recognition test Dictation L2 writing Self/peer assessment Strategy checklist Graphic organizers Reading conferences Reading logs interest surveys reading inventories L1 Literacy None b) c) Home language interview Oral language assessment rubric Anecdotal records c) d) e) f) g) 2-6 years a) b) c) d) e) f) g) 7+ years a) b) c) d) e) f) g) h) i) j) k) l) Write in L1 Oral language assessment rubric Anecdotal records Shared reading of L1 books Letter recognition test Names test Graphic organizers a) b) Write in L1 Oral language assessment rubric Anecdotal records Names test Word sorts Letter recognition test Strategy checklist Graphic organizers Reading conferences Reading logs interest surveys reading inventories a) b) c) d) e) f) g) h) i) j) c) d) e) f) g) h) i) j) k) l) m) n) o) Write in L1 Oral language assessment rubric Anecdotal records Shared reading of L1 books Word sorts Letter recognition test Names test Write in L1 Oral language assessment rubric Anecdotal records Shared reading of L1 books Word sorts Letter recognition test Names test Cloze Dictation Graphic organizers Write in L1 Oral language assessment rubric Anecdotal records Names test Word sorts Letter recognition test Quick assessment Cloze Dictation Strategy checklist Graphic organizers Reading conferences Reading logs interest surveys reading inventories Assessing Older English Language Learners Self/Peer Assessment • One goal of ESL instruction is to help students become critical learners. One method to assist in this goal is to involve them in their learning process. In this respect they should know the criteria for quality work. It is essential that they help to develop their learning goals and to determine whether they achieve their goals. This goal can be achieved by the use of self and peer assessments. • Portfolios are a collection of student work samples taken from their regular classroom activities. They provide a more comprehensive view of ESL students than many traditional formal assessments. They can be used in the assessment of writing and math and science and other content areas. The content of portfolios can be used to assess progress in reading ability. • O’Malley and Valdez Pierce (1996) note that “in order for students to evaluate their own work or performance, they need to be able to see examples of good work and understand by what standards it has been judged” (p. 39). Through the process of self-assessment, students come to see their own strengths and weaknesses. They also can establish their weaknesses as goals to improve future performance. Assessing Older ELLs • Strategy Checklist/Rating Scale – Use of reading strategies takes place in the learner’s head so they are not readily visible. Therefore, teachers have to deduce strategy use by observing their behavior. – Strategies include making predicting, visualizing, making inferences, monitoring comprehension, clarifying word meaning, questioning, and summarizing. – Checklists help document English language learners’ awareness of reading strategies. Checklists should be adapted for the teacher’s own unique circumstances. Often Some times Put a checkmark next to how often you use these strategies. BEFORE READING I skim, looking at and thinking about the pictures. I read headings and captions. I read the book’s cover and /or print on the inside flaps. I make predictions. DURING READING I make pictures in my head. I reread confusing parts and these. I use pictures to understand confusing parts. I use the context to figure out unknown words. I predict and then confirm my predictions. I ask questions and read to answer my questions. AFTER READING I think about the characters, settings, and events, or new. I discuss or write my reactions. I reread parts I enjoy. Never Assessing Older ELLs Graphic Organizers • • Graphic organizers are “visual displays used to organize information in a manner that makes the information easier to understand and learn” (Meyen, Vergason, & Whelan, 1996, p. 132). “Graphic organizers can be used to help students comprehend new information, assimilate new information into what they already know and recall that information later on when needed” (Reutzel & Cooter, 2011, p. 388). • Graphic organizers also serve as an effective informal assessment of reading comprehension • The figure on the lower left is a Venn diagram. Learners compare and contrast two ideas such as socialism and democracy. On the lower right is a hierarchical organization chart that is used to help learners understand the structure of a 5paragraph essay. Assessing Older ELLs Reading Conferences • The primary goal of a reading conference is to monitor, encourage, and guide an individual student's progress. • During the reading conference the teacher should take careful notes about what the student is reading and any suggestions for further reading. Occasionally, the teacher may ask the student to read aloud in order to evaluate her performance. This will suggest whether or not the reading material is appropriate and help to guide the student's progress. • Two different systems work effectively: 1) the regularly scheduled conference, and 2) the teacher-initiated conference based on student progress. In the first case, the teacher publishes a regular conference schedule. • The second approach is for the teacher to monitor his conference log and call on students when needed. There is no regular schedule. The limitation of this approach is that some students may be missed if the conference log is not regularly monitored and maintained. • Accurate and careful note taking by the teacher is the most important aspect of conferencing. In order to maximize conference sessions, one may opt to use a standard information form containing basic questions and observational categories. A typical form is shown below. Assessment and Skills Instruction • Many teachers are convinced that they themselves should systematically teach the skills students need to learn. In this respect, conferences are important as is the important assessment information obtained from the students' writing Students' Writing • Students' writing should be viewed as a source of vital skills information. Whole-language teachers scrutinize their students' independent writing carefully. • They note students' invented spellings. In those cases in which they see consistent patterns, they use the information to form instructional groups. • For instance, one teacher noted that a great many of her students were having trouble spelling words ending with "le" as in tumble, and trouble. She called together the group of six ESL students who were having the difficulty and taught them the skill. Journals • Students are also asked to make daily journal entries. Whole language teachers ask their students regardless of their backgrounds to maintain such journals. • Often, intermediate-age ESL students begin making entries into their journals that are pictorial only. We have also seen students writing in their own languages in their journals. • An exciting development in some students' writing is that there occurs a stage when both English and the first language are written. • This provides evidence that the student is learning to read and write English. • Whole language teachers meet often with individual students and usually refer to these sessions as conferences. Reading Logs • Reading logs keep track of the numbers and types of books read over a longer period of time such as a term. • They provide supplemental documentation of students’ reading practices. They note that reading logs are an effective way to keep track of ESL students’ reading habits. • Having students record their own reading is a straightforward way to manage the challenge of record keeping. Students list books read during silent reading on a record sheet. • They enter information about the date, title, author, genre, pages read and their general impression of the book. It is also helpful to have them rate the challenge level of each book. That is, whether they identify their chosen book as “challenging,” “easy,” or “just right”. This information may give teachers a sense of what kinds of books the learner finds too difficult. Reading Logs • These logs provide the student’s perspective. Law and Eckes (1995) also note that “this list provides an easy reference for you, for readers and for parents” and “It gives the student a sense of accomplishment, and parents and other stakeholders a clear representation of what the student is accomplishing” (p. 169). • Reading logs provide information about the student’s breadth of reading and interests. They are also “one way to hold students accountable for their reading…” (O’Malley & Valdez Pierce, 1996, 111). • The teacher can use information provided in the logs to give feedback about student progress or suggest other books that might interest them. • Students can also use the logs to graph and keep track of the number of pages, books or types of genres read over a period (O’Malley & Valdez Pierce, 1996). Sample Reading Log Format Date Title Author Genre Reaction Pages Read Level Interest Surveys • Interest and motivation are significant features in a student’s potential for being able to read and comprehend texts. • Unfortunately, interests are often not an area that teachers often explore or utilize with their students (Gunderson, 1995). Interest Surveys • The group oral interest session is quite open and flexible and the teacher can take opportunities to explore different areas of interest and students’ reading backgrounds. • The teacher talks about his own reading interests to the groups and then asks individuals in the group for their interests. • While the students respond the teacher takes notes and records their different responses. An overall response record can be used to select reading materials and to form interest groups for instruction. • The approach may be difficult, however, in a large class and so the teacher may opt for a written interest survey. The written survey is as good as the teacher’s knowledge of what interests students.