Characteristics of

English Language Learners (ELLs)

Language
Similarities & differences

Culture
Childrearing practices & family values
Parental role in school

Previous educational experience

Literacy in native language

Characteristics of ELLs
Language
Over 200 language backgrounds
Proximity of native language to English

Culture
Passive vs. active
Family values
Child-rearing practices

Previous educational experience

Use of native language literacy as a building block

What is Assessment?
Gathering information on what a student knows or
has learned
Formal or informal
Observation & documentation

No Child Left Behind

Good News
Accountability for ELLs

Bad News
One size does not fit all
English language standardized tests not always
appropriate for ELLs
Statewide testing for ELLs an emerging field, not
much research

Disaggregation of Test Scores

Separating out test scores or results for ELL
students from all scores
To find out:
How are ELLs doing?
Are they meeting state standards?

Validity
Accuracy of inferences
Making appropriate assumptions about test scores
Use language of classroom instruction
Use alternative forms of assessment that reflect
classroom instruction

Video
New Kid in Town
Arlington Intake Center, Arlington VA

Newcomer Assessment
Used to determine
Native language literacy
Prior educational experience
Phonemic awareness in English
Prior knowledge

Inappropriate Assessments
Problems with current tests
Heavy language load
Out of context
Culturally-based

Sample Test Item

Grade 3 Reading
Look at the picture.
Which word has the same middle and ending
sounds as the name of the picture?

F butter
G rabbit
H kettle
J nibble

Assessing Reading
Must reflect classroom instruction
Use interactive tasks to provide context for
learning
Standardized tests do not always provide context
or language support

Linking Classroom Assessments

to Statewide Tests
Base classroom assessments on state standards
Use classroom learning tasks as opportunities for
assessment

Benefits of Classroom-Based
Assessments
Guide both teaching & learning
Continuous adjustments by teacher & students
Provide specific, personalized, timely information

Two Types of Assessment

Teacher-Useful Assessments
Observation & documentation
Checklists, rubrics, anecdotal records

Student-Friendly Assessments
Checklists detailing learning expectations

Assessing ELLs with

Learning Disabilities
Ways to promote success:
Use manipulatives, pictures, illustrations
Use performance-based assessment
Use instructionally-based materials

Language or Learning Disability?

Ways to assess:
Educational & medical history
Parental interview
Student interview
Teacher observation and documentation on variety of
learning tasks

Assessment

An integral part of instruction

Does not need to take time away from instruction

Can be simultaneous to instruction
Must be ongoing & continuous
Can provide feedback to guide teaching and
improve learning

Needs/Diagnostic
Assessment

Redirected
Reading
Instruction

Cycle of
Assessment &
Instruction

Teacher
Assessments
Inform & Direct
Instruction

Reading
Instruction

Before and After Teaching

Find out what students know
Diagnostic tests
Oral questioning

Group for differentiated instruction

Relate to prior knowledge & students interests
Compare results before and after tests

State Standardized Tests

Measure annual growth
Not as useful for informing classroom instruction
on weekly basis

Video
Letters and Sounds
Mark Hopkins Elementary School, Sacramento CA

Video highlights
Student engaged to follow specific instruction
Student performs literacy task
Teacher keeps record of strengths and needs

Useful Teaching Approaches

Relate new information to students prior
knowledge
Use hands-on tasks, manipulatives, games,
kinesthetic activities, visuals
Help learners feel they belong

Assessing and Diagnosing

In a Multi-lingual Classroom
Common set of teaching standards and objectives
Compare each students accomplishments to
standards instead of to each other

When Native Language Literacy

Is Not Available in the Classroom
Gather Resources
Parents, community members, networking

Provide Scaffolding in the Classroom

Simplified English language

Reinforce oral directions with written ones
Visuals, manipulatives
Cooperative learning, games
Reduce students anxiety & stress

Assessment That
Promotes Learning
Not just auditing learning
Diagnosing strengths and needs
Providing specific feedback
Descriptive & productive feedback
Not just a grade
Add constructive comments

Sharing Expectations with Students

Essential for self-monitoring

Ideas to try:
Use wall charts, tables, graphs
Use symbols to reduce language load
Use color coding
Use student-friendly checklists for reading skills
Student/teacher conferences

Informing Both
Parents & Students
Share learning goals, objectives, and assessment
results
Enable students to hit the learning target

Teacher Observations
Observe whole class or small groups
Save one-on-one assessment for individuals not
making progress
Group & individual tasks
Provide time for individual conferences

Involving Parents
Native language resources
Provide childs history
Need to know learning goals & assessment
expectations
Can support literacy in the home

Summary
Need variety of assessments
Need to involve parents
Need state legislation requiring teacher
assessment literacy

L. V. Pierce, George Mason Univer

sity

Thank you
for
watching!