ELL STUDENTS with Assessment Difficulties
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Saint Leo University *
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425
Subject
Linguistics
Date
Jan 9, 2024
Type
docx
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2
Uploaded by JusticeStarRook120
ELL STUDENTS with Assessment Difficulties
Introduction about ELL students and the challenges they face and how assessment can be a struggle:
Within the education system, there are students with exceptionalities in addition to having the designation of being an English Language Learner. This category of students is an important category consisting of students with unique needs and challenges that require supplemental services, differentiation, and accommodations. Identifying and evaluating English learners can be an abstruse and challenging attainment because ELLs and students with learning disabilities share many characteristics. Assessing students with or without learning disabilities paired with an ELL classification can be difficult due to language diversity, assessment accommodations, and mislabeling ELL students as learning impaired due to their similar characteristics. deep and valuable insight assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels.
Language diversity could lead to increased measurement error and decreased assessment reliability. Assessment issues:
1.
Students not being assessed in their language 2.
Students with LDS and ELL share many characteristics 3.
Assessment accommodations can vary from school to school The topic of discussion regarding assessment issues and how they affect the learning needs of ELLs is not new in educational settings, meetings, and schools.
Whether students are at a level 1 entering stage or a level 6 reaching stage, diverse learners will most likely require accommodations. Researchers discovered that ELLs who received adjustments during the testing procedure performed better than those who did not. Their accommodations analysis includes adjustments to the exam itself and the test methodology. However, measuring fairness becomes difficult because assessment accommodations will vary depending on the school, teaching-staff experience and skill, and assessment type. Students with learning difficulties are identified using various assessment techniques, such as IQ achievement, disparities, low achievement, intra-individual differences, dynamic assessment, and response to intervention (RTI). The article details that standardized tests may include language bias, unfair representation, and discriminatory evaluations (Chu & Flores, 2011). As a result, students with low-level proficiencies in English may be categorized as developmentally challenged when their assessment methodologies do not truly measure the student’s capabilities and knowledge. explanation of how the information in the article would be incorporated into the student’s future classroom instruction or assessment of English Language Learners at varying proficiency
levels.
I found this peer-reviewed article illuminating on the highlights of assessing language learners with learning exceptionalities. The article provides an instructional table that serves as a checklist for test accommodation for ELLs with learning exceptionalities. Once reviewing the checklist, I have considered ways to implement these pieces into my current practices. On the list were practices that I am currently implementing with my ELLs in accordance with their IEP records and my cooperating teachers, and there were also others that I have not yet considered. For instance, I have already established that students receive additional time during
the test to receive reworded instructions and visual support. Some accommodations that I have learned from this article that I would like to include in my future classroom would be to provide dictionaries during the assessment, provide breaks during the exam, administer the test in small
groups, and read the English questions and answers out loud. For higher-level proficiency students, I would implement the dictionary use, as I feel they would be more comfortable sifting through the definitions and utilizing it during testing. For my lower-level proficiency students, I would implement the small-group test idea, as I feel the students would feel more at ease with other ELLs around them. For all levels of students, I would like to implement reading the English
questions and answers out loud and offering breaks during the exams.
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