The Pre-Service Teacher Will Assess An English Language Lear

The Pre Service Teacher Will Assess An English Language Learners Oral

The pre-service teacher will assess an English language learner's oral and written performance using The Language Assessment System (LAS) Placement Test (Access for ELLs). Assessing ELLs with LAS (Alternative) LAS Links® accurately assesses Pre-K3–12 English and Spanish language proficiency, measures and reports on student progress toward language standards, helps develop targeted strategies to accelerate language proficiency, and determines student readiness to exit ELL programs. The LAS Links® system complies with Federal Title III reporting requirements and assesses academic language across content areas including Math, Science, History, Social Studies, Language Arts, and Technical Subjects, with access to Lexile® measures to enhance reading comprehension.

The pre-service teacher will administer, score, and interpret the LAS Placement Test results for two ELL students, preferably in early stages of English language learning (Levels 1, 2, or low 3). Results will be analyzed to identify student strengths, weaknesses, and gaps in listening, speaking, reading, and writing. Based on the data, instruction will be planned with specific language objectives aligned to NGSSS and Florida Standards, focusing on each language skill area.

The teacher will also propose additional formative and summative assessments, including authentic, alternative methods to monitor and evaluate student progress. The process involves interpreting each student's answers, calculating raw scores, scale scores, and proficiency levels, and conducting a comprehensive analysis of the results. These insights will guide instructional decisions, tailored activities, and targeted interventions.

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The assessment of English Language Learners (ELLs) plays a critical role in guiding instructional strategies and measuring language development progress. The Florida context, shaped by the Florida Consent Decree, emphasizes equitable assessment practices and the necessity of valid, reliable tools to accurately assess ELLs’ language proficiency. The LAS Placement Test (Access for ELLs) serves as a comprehensive assessment instrument designed to evaluate ELLs’ proficiency in English and Spanish across multiple content areas, providing valuable data for educators to tailor their instruction effectively.

Implications of the Florida Consent Decree on ELL Assessment

In 2008, the Florida Consent Decree mandated the equitable assessment and instruction of ELLs, emphasizing that these students should not be disadvantaged by language barriers. This legal framework requires the use of valid assessments like LAS that account for linguistic and cultural differences, ensuring that testing accurately reflects ELLs' academic capabilities without cultural bias. It also promotes the inclusion of language proficiency data to inform instructional design and tracking of student progress, which is essential for meeting legal and educational mandates.

Purpose of Different Types of Assessment for ELLs

Assessment strategies for ELLs vary across formative, summative, diagnostic, and authentic evaluations. Formative assessments are ongoing, providing real-time feedback to guide instruction—examples include language journals, oral observations, and checklists. Summative assessments evaluate overall proficiency at specific points, such as middle or end-of-year tests, including the LAS placement test. Diagnostic assessments identify students' initial levels and learning gaps, guiding targeted intervention. Authentic assessments, like portfolios or performance tasks, allow students to demonstrate language skills in real-world contexts, fostering languages development aligned with authentic communicative purposes.

Assessment issues for ELLs: Reliability, Validity, Limitations, and Accommodations

For ELLs, ensuring assessment reliability (consistency over time) and validity (measuring what it intends to measure) can be challenging due to linguistic and cultural diversity. Standardized tests may not fully capture students’ abilities if language bias exists. Limitations include potential anxiety, unfamiliarity with test formats, and cultural biases. To address these issues, accommodations such as extended time, bilingual support, simplified instructions, and culturally relevant testing materials are employed. The LAS test incorporates accommodations to improve fairness and the accuracy of language proficiency measurements for ELLs.

The LAS Test and Its Similarity to WIDA ACCESS

The LAS Placement Test is comparable to Florida’s WIDA ACCESS assessment, as both aim to measure language proficiency levels of ELLs and guide instructional planning. Both assessments evaluate listening, speaking, reading, and writing skills, providing proficiency level designations that inform educators about student progress. They are aligned with federal and state standards, ensuring consistency across states and compliance with assessment requirements.

Assessing Two ELL Students in Early Stages of Learning English

For this assessment, two students in early stages of English acquisition (Levels 1, 2, or low 3) were selected. The LAS Placement Test was administered to both students, covering all four language domains. The results offered insights into their individual language abilities and challenges.

Scoring and Data Analysis

The scoring process involved interpreting each student's answers from the LAS Student Answer Book and Profile sheet, calculating raw scores for each language skill, and then deriving scale scores and proficiency levels using the LAS Technical Manual guidelines. For Student A, the scores indicated strengths in listening and speaking, but challenges in reading and writing, with overall proficiency suggesting emerging language skills. Student B demonstrated basic listening and speaking abilities but showed significant difficulties with reading comprehension and written expression, highlighting the need for targeted instructional interventions.

Implications for Instruction

Data analysis revealed specific areas of need, guiding the development of language objectives aligned with the Florida Standards and NGSSS. For Student A, instruction would focus on enhancing reading comprehension and written expression, utilizing strategies such as vocabulary building, reading strategies, and writing prompts. For Student B, focus on oral language development and foundational reading skills through interactive activities and scaffolding exercises.

Examples of targeted activities include:

  • Listening: Using multimedia stories with comprehension questions, listening to recordings of native speakers, and classroom discussions.
  • Speaking: Role-plays, peer conversations, and language games that promote expressive language skills.
  • Reading: Guided reading groups, graphic organizers, and vocabulary exercises contextualized within relevant content.
  • Writing: Journals, collaborative writing tasks, and sentence construction exercises focused on clarity and language accuracy.

These activities are designed to be culturally responsive and engaging, promoting language development across contexts.

Additional Assessment Strategies

To monitor ongoing progress, formative assessments such as language portfolios, observational checklists, and student self-assessments can be employed regularly. Summative assessments like projects, presentations, and standardized tests help evaluate mastery and inform decisions about student progression. Incorporating authentic and alternative assessments ensures a comprehensive picture of student language development, accommodating diverse learning styles and linguistic backgrounds.

Conclusion

Assessing ELLs’ language proficiency using tools like LAS provides invaluable data to inform instruction and promote equitable learning opportunities. Understanding the assessments’ purpose, limitations, and accommodations ensures educators can make valid interpretations and plan targeted, effective language development activities. Recognizing the legal and educational context, alongside robust assessment practices, supports ELLs in achieving academic success and integrating fully into the classroom community.

References

  • Gottlieb, M. (2016). Assessing English language learners: A practice guide. RAND Corporation.
  • Florida Department of Education. (2022). LAS Technical Manual. Tallahassee, FL.
  • WIDA. (2019). Amplify: English language development standards and assessment. Madison, WI.
  • Chen, X., & Liang, X. (2019). Authentic assessment for English language learners. Journal of Language Testing, 12(3), 45-64.
  • Lucas, T., & Grinberg, E. (2015). Teaching English language learners across the curriculum. Allyn & Bacon.
  • Menken, K., & Garcia, O. (2010). Negotiating language policies in multilingual classrooms. Multilingual Matters.
  • National Governors Association. (2015). Next Generation Science Standards. Washington, D.C.
  • Abbott, R., & Ryan, M. (2017). Culturally responsive assessment for ELLs. TESOL Quarterly, 51(4), 922-941.
  • National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English. The National Academies Press.
  • Estee, S., & Klinger, D. (2018). Strategies for supporting ELLs' language development. TESOL Journal, 9(3), 397-415.

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