May 1998 Guide Helps Teachers Assess English Learners
A ssessing the skills of students whose native language is Spanish, Russian, Vietnamese, or some other non-English language can be problematic for teachers. Gaps in students’ English-language ability, for instance, can mask their proficiency in content knowledge. Cultural norms and values can influence students’ classroom behavior and performance. Unfamiliarity with testing procedures can hamper students’ answers on certain testing instruments.
A new publication from NWREL offers a set of guidelines to using and developing performance-based assessments that are effective and appropriate for English-language learners. Among the "general parameters" offered by author Dr. Robert Martinez are these:
- Testing should not necessarily occur in the language in which the subject is being taught
- Assessment for identifying and placing English-language learners should include some measure of their native language proficiency
- Assessment should be conducted in the language and form most likely to yield accurate and reliable information on what the student knows and can do
- Students should be allowed to demonstrate what they can do in their own unique ways
"This guidebook is intended for classroom teachers who are currently challenged in determining criteria to be included in the development of performance-based assessments for their English-language learners," Martinez writes. "The focus of this guidebook is to provide those criteria to be included in the development of performance-based assessment tasks. The responsibility of developing the tasks, however, is that of the teacher."
The publication discusses, among other topics, testing accommodations for English- language learners and offers examples of instruments such as home-language surveys and teacher-observation forms. It provides scoring rubrics in the four language skills of reading, writing, speaking, and listening. In the area of math, a variety of scoring rubrics, testing instruments, and checklists are provided. Finally, the reader will find guidance in developing databases of programs for English-language learners.
"Regardless of whether a child is poor or rich, speaks English or another language, is white or brown, is Native American or any other ethnicity, all children pass through similar stages of cognitive development," Martinez writes. "However, individuals may have different mental ‘growth spurts’ and are not able to think at higher levels than what they are ready for. Thus, initial assessment for program placement is an important need for teachers as well the student."
To order Assessment: A Development Guidebook for Teachers of English Language Learners, please print and return this issue's Order Form.
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