Giving descriptions or instructions using visual or written prompts Oral reporting to the whole class Telling a story by using a sequence of three or more pictures Completing dialogue or conversation through written prompts Debating, either one-on-one or taking turns in small groups Brainstorming Completing incomplete stories Playing games When using performance-based assessments with beginner and intermediate English proficiency level ELLs, it is best to assess no more than three items at a time. For example, in one role play activity, you might assess ELLs' abilities to: Respond to "what" and "where" questions Ask for or respond to clarification Read addresses or telephone numbers Portfolio assessments Portfolios are practical ways of assessing student work throughout the entire year.
Mobile Assessing ESL students in the subject classroom Assessment is a multi-faceted issue that has been the focus of considerable attention in education over the past decades. Before discussing assessment as it directly pertains to ESL students, it is helpful to offer a brief overview of its major aspects.
Assessment overview In essence, assessment is of three types: Initial assessment consists of the measures undertaken by the teacher to determine what students already know about a topic or what they can do.
Initial assessment is often used to place students in a particular course or level. Formative assessment comprises the ongoing checks that the teacher makes to determine if the students are acquiring the knowledge and skills that are the objectives of the unit.
Formative assessment allows the teacher to adjust the focus of forthcoming instruction. Summative assessment is the evaluation conducted at the end of a unit to determine how well the students have learned the content and skills they have been taught.
Summative assessment is often the basis for a report or grade that is conveyed to the student's parents. Other ways of categorizing assessment which overlap with the three categories discussed above include: Formal assessment includes written examinations or classroom presentations, and usually results in a grade.
Informal assessment includes observations, interviews and checklists. The term alternative assessment is most commonly used to differentiate it from traditional assessment by pen-and-paper tests.
Portfolio assessment is a popular form of alternative assessment. Authentic assessment is the term to describe the use of real-world tasks to demonstrate how far the student has acquired the essential knowledge and skills that are the focus of the unit of instruction.
As such, an authentic assessment task differs from, for example, a traditional multiple-choice format. Peer-assessment is the evaluation by a peer of an another student's work in progress. This is most often conducted using a checklist provided by the teacher, at a stage where the student can act on the feedback to improve the work.
Self-assessment is the assessment by the students themselves of their understanding and skills. It can take place during the course of a unit formative or at the end summative. Feedback is an integral part of the assessment process.
Indeed, many types of formative assessment can themselves be regarded as feedback.
Summative feedback usually involves grading according to a set of criteria determined by the teacher. The fair grading of ESL students is a tricky issue. The assessment of ESL students Note: The discussion here will be limited to the assessments that teachers create for their own groups of students.
This excludes all standardized testing and assessments set by outside authorities such as examination boards. In view of the complex, multi-faceted nature of assessment in general, it is not surprising that there is no single or simple solution to the thorny question of how to fairly and reliably assess the subject knowledge, understanding and skills of ESL students in content classrooms.
Indeed, the issue is even more complicated due to an additional facet or variable, namely the level of English proficiency of the ESL student. Nevertheless, it is hoped that the comments and suggestions offered below will make it possible for mainstream teachers to create assessment that are fair and reliable measures of the content knowledge and skills of the ESL students in their classes at all stages of their English language development.
The fundamental problem is determining how students can demonstrate knowledge and understanding when their English is limited.Teaching EFL Writing.
When we teach English as a Foreign Language (EFL), our main goal is to make our students communicate with other people, to have them understand what the other people say, to talk to them, to read and comprehend what they have written and to write to them.
The CUNY Assessment Test in Writing (CATW) is a standardized writing test that measures D VWXGHQW·V DELOLW\ WR GR FROOHJH-level writing in English.
Entering first-year students take the test to determine their placement into English composition, ESL, or developmental writing An Example from the Writing Skills .
The diagnostic uses of assessment (determining the reasons for writing problems and the student's instructional needs) are best met by looking at the process of writing, i.e., the steps students go through and strategies they use as they work at writing.
Assessing ESL students in the subject classroom. Portfolios, containing a variety of different work products (such as writing samples, labelled diagrams or pictures, checklists, audio files), are a good way for students to demonstrate their developing knowledge and skills.
More about the assessment of ESL students. With learning English, students are expected to be able to write the Roman alphabet. Regardless of age or other abilities, the students may still need help learning to write the letters. The assessment is therefor, imitative writing: .
By using informal assessments, teachers can target students' specific problem areas, adapt instruction, and intervene earlier rather than later. Ongoing assessments are particularly important for English language learners (ELLs).