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Grand Canyon University *
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Course
546
Subject
English
Date
Feb 20, 2024
Type
Pages
3
Uploaded by MinisterScorpion14428
ASSESSING ENGLISH
LANGUAGE LEARNERS
Grand Canyon University Newsletter
ESL 546-0500
Dr. Ramirez- Espinola
January 10,2024
Students will be assessed based
on standards that are set by the
ELP and its content areas. The
ELP provides content and
language goals with the
objectives being given to each
students proficiency levels. In
which these standards set the
outline to the assessment and
they must be aligned with one
another for them to be valid.
(Kimilee, 2023)
ALIGNMENT OF
ASSESSMENTS AND
STANDARDS There are three forms of
assessments that are used within
the classroom. These assessments
are :
Diagnostic- this assessment is
typically done in the
beginning of the year to
gauge prior knowledge with a
small test that does NOT get
graded. 1.
Formative- this is assessment
is done throughout the year,
to gauge students learning
and progress, this is done
through reflective
assignments, classwork and
quizzes.
2.
Summative- this is an
assessment used to growth in
knowledge from the
predetermined level of
knowledge at the END of the
year, this is done through
final exams, papers and
projects. 3.
(Goveaa Garza et al., 2023)
ASSESSMENTS
TEST
ACCOMIDATIONS
Data is collected to help create
and individualized plan of
instruction for each student. The
data is also used to help with the
placement of the student, this
will ensure they are receiving
everything nessary to help them
be successful. This will also help
educators and those who provide
students with services to monitor
their progress and ensure they
are meeting any and all of their
goals.
(Using student assessment data
to support decision-making 1 - ed
n.d)
DATA FROM
ASSESSMENTS
Students will be recieve accomidations based
off of their individual needs. Not all
accommodations will be the same. Some of
these accommodations include but are not
limited to:
Extended Time
Word Bank
Open Book
Testing Students orally
Separate Location
Bilingual dictionary
Using both English and the native language (New York State Education Department, n.d)
Communication between the
educator and student will be
through open dialoge. Allowing
for direct and indirect feedback,
and allowing the student to self-
reflect on their own work.
Ensuring that the student is
heading on the right path and
allowing them to make
suggestions in what they feel
they need to help them progress.
Asking students what they have
learned or asking them where
they feel they may need a little
extra help. Providing
encouragement and a safe
environment for them to
communicate their needs. COMMUNICATION
Goveaa Garza, A., Gonzalez Nava, A., & Mendoza Rivera, P. (2023, March 20). Diagnostic,
formative or summative? A guide to assessing your class. THE Campus Learn, Share,
Connect. https://www.timeshighereducation.com/campus/diagnostic-formative-or-
summative-guide-assessing-your-class Kimilee, A. (2023, April 27). Aligning English language proficiency standards with content-
area standards: A case for developing meaningful state assessment systems for
multilingual learners - R7CC. R7CC - Region 7 Comprehensive Center at RMC Research.
https://region7comprehensivecenter.org/aligning-english-language-proficiency-
standards-with-content-area-standards-a-case-for-developing-meaningful-state-
assessment-systems-for-multilingual-learners/ Testing accommodations for English language learners. New York State Education
Department. (n.d.). https://www.nysed.gov/bilingual-ed/testing-accommodations-english-
language-learners Using student assessment data to support decision-making 1 - ed. (n.d.).
https://files.eric.ed.gov/fulltext/ED588492.pdf RESOURCES
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