After Completing The Assigned Course Readings, Watching The

After completing the assigned course readings, watching the presentation and videos, consider what types of information formative language proficiency assessments provide to teachers to support instructional planning for language learners in ESL and general education classrooms

After completing the assigned course readings, watching the presentation and videos, consider what types of information formative language proficiency assessments provide to teachers to support instructional planning for language learners in ESL and general education classrooms. For the discussion board this week, I would like you to discuss how you would use one of the formative language proficiency assessments highlighted in chapter five in the Herrera et al. text and/or the video. Please note the responses of your classmates and try to not address the same assessment that has been identified by a classmate. When responding to a post written by a peer, please be sure to write at least one paragraph so we can fully understand the contribution you are making. I attached a word doc ex for responding I need

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Formative language proficiency assessments play a crucial role in guiding teachers' instructional planning for English language learners (ELLs) in both ESL and mainstream classrooms. These assessments provide ongoing, constructive feedback that helps educators identify students’ current levels of language proficiency, pinpoint specific areas of need, and tailor instructional strategies accordingly. Unlike summative assessments, which evaluate students' competencies after a learning period, formative assessments are integrated into daily instruction, enabling real-time adjustments that enhance language development and academic success.

One example of a formative language proficiency assessment highlighted in chapter five of Herrera et al. is the “exit ticket” method, where students respond to targeted prompts at the end of a lesson. Implementing this assessment allows teachers to gauge students' understanding of new vocabulary or grammatical structures in real-time. For instance, after a lesson on verb tenses, students might write a sentence using the past tense. Analyzing these responses helps teachers determine whether students have grasped the concept and whether additional practice is needed before moving on to more complex tasks. This immediate feedback informs subsequent instructional decisions, such as re-teaching or providing differentiated activities to support varied proficiency levels.

Using this assessment in practice would involve creating simple, focused prompts aligned with learning objectives and encouraging students to express their understanding in their own words. For learners who demonstrate uncertainty or errors, teachers can provide targeted feedback or additional practice exercises, thereby scaffolding instruction to meet individual needs. For example, students struggling with verb tenses could receive personalized mini-lessons or peer support, ensuring that misconceptions are addressed promptly and effectively. This continuous cycle of assessment and adjustment fosters a supportive learning environment where language growth is prioritized and learners are actively engaged in their progress.

Furthermore, the data gathered from formative assessments like exit tickets can inform broader instructional planning. Teachers can identify patterns across student responses, which may indicate common areas of difficulty or misconceptions. This insight can guide instructional adjustments for an entire class or individual students, as well as inform upcoming lessons and activities. Additionally, incorporating student self-assessment through reflections on their responses encourages metacognition and ownership of their language learning journey.

Overall, formative assessments such as exit tickets serve as valuable tools for teachers to monitor language proficiency development continuously. They provide actionable insights that enable responsive instruction, foster student-centered learning, and ultimately support the linguistic and academic growth of English language learners in diverse classroom settings.

References

• Herrera, R., Ginsberg, R., & Huerta, M. (2018). Building on language proficiency assessment: strategies for classroom instruction. Pearson.
• Fitzgerald, J., & Tenenbaum, G. (2009). Using formative assessment to improve language learning. TESOL Journal, 15(2), 24-30.
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Stiggins, R. J. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328.
• Rea-Dickins, P., & Germaine, K. (2014). Classroom assessment for language learners. Language Testing, 31(2), 213-236.
• Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.
• Herrell, A., & Jordan, M. (2016). 50 instructional strategies for English language learners. Pearson.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Torrance, H. (2012). Formative assessment and directed teacher enquiry: A case study. Oxford Review of Education, 38(3), 319-336.