Standardized language proficiency assessments provide evidence of how well second language programs meet the requirements of state and federal laws and regulations. In addition, these assessments provide English language learner (ELL) teachers with data on student progress, information about the language proficiency of students, and diagnostic information about student strengths and weaknesses in English. It is, therefore, important for ELL teachers to understand what standardized assessments are available, how they are configured in order to prepare students, and how they can be used to determine the student’s language level.
A. Identify three available standardized language proficiency assessments (e.g., placement, progress, exit, achievement) that can be applied to an instructional setting to measure ELL students’ language skills. Include the specific names of the assessments and how they can be accessed.
1. Discuss the similarities and differences of the three chosen assessments from part A.
2. For each assessment, describe each question type found, include examples.
3. Describe the procedures to administer each assessment, especially procedures relevant to ELL students and the teacher’s role.
B. Discuss how you can use each of the three assessments chosen in part A (e.g., placement, progress, exit, achievement) as tools to measure ELL students’ language skills.
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
