Validating English Language Proficiency Assessment Uses ✓ Solved

Validating English Language Proficiency Assessment Uses for Eng

Read “Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance,” by Wolf and Faulkner-Bond, from Educational Measurement: Issues and Practice (2016).

Review the English Language Proficiency Standards, located on the Arizona Department of Education website.

Review the “English Language Proficiency Standards Guidance Document,” located on the Arizona Department of Education website.

Review the Arizona English Language Arts Standards for a grade level of your choice.

Effective instruction includes learning targets/objectives that align with both academic and English language proficiency standards. By aligning learning targets with both sets of standards, teachers will best be able to meet the language and content needs of their students.

Using the Arizona ELP standards and the Arizona English Language Arts (ELA) Standards, select the stage or grade level for a group of K-8 ELLs at the basic English proficiency level. Complete the "Learning Target/Objective Alignment Template," by creating a learning target/objective that aligns with ELP and ELA standards for each of the domains: Listening and Speaking, Reading, Writing, and Language.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Paper For Above Instructions

In the realm of education, particularly for English Language Learners (ELLs), it is crucial to validate the assessment practices that evaluate their English language proficiency. This aligns with the broader educational goals of not only understanding language as an isolated skill but also noting its application in academic settings. A review of the literature clearly illustrates how assessments can vary in effectiveness, particularly in relation to determining both Academic Language Proficiency and Content Assessment Performance. According to Wolf and Faulkner-Bond (2016), academic language proficiency encompasses the skills required to succeed in educational contexts and is separate from social language acquisition.

To reshape instructional strategies for ELLs, educators need a robust understanding of both the Arizona English Language Proficiency (ELP) Standards and English Language Arts (ELA) standards. These documents provide a framework for aligning learning targets that cater to the linguistic and academic needs of students. For instance, the Arizona ELP standards define clear expectations for language development, focusing on all four domains: Listening, Speaking, Reading, and Writing.

For the alignment activity involving K-8 English learners at the basic proficiency level, we can begin with the listening and speaking domain. A suitable learning target could state, “Students will be able to listen to and comprehend simple oral instructions and respond appropriately.” This target aligns with the ELP standards that emphasize understanding and responding to oral language, while simultaneously connecting with ELA standards focusing on verbal communication skills.

Moving to the reading domain, the learning objective might be, “Students will be able to decode and read grade-level texts with 80% accuracy.” This target aims to strengthen foundational literacy skills in alignment with ELP standards that highlight the importance of comprehension and text's meaning, linking to ELA objectives that encourage independent reading practices.

In regard to writing, a viable learning objective could be, “Students will write a short paragraph using correct punctuation and simple sentences.” This learning target aids ELLs in developing their writing abilities and aligns with both the ELP and ELA standards related to constructing coherent sentences and paragraphs.

Lastly, for the language domain, a target could outline, “Students will accurately use common vocabulary and phrases related to classroom routines.” This learning goal supports ELLs in using language functionally in their environment, supporting ELP vocabulary acquisition standards, and correlating with ELA standards for vocabulary usage.

The alignment of these learning targets reflects an integrated approach that not only promotes linguistic development but also applies those skills in content-based learning contexts. Understanding language proficiency through the combined lens of ELP and ELA standards prepares educators to effectively cater to the diverse needs of ELLs.

Establishing clear benchmarks for ELLs ensures that assessments and instructional strategies account for their unique needs, consequently fostering both language development and academic success. It is vital that educators engage in best practices, with continuous adaptation of their strategies based on rising linguistic competencies, to guarantee ELLs are both understood and supported throughout their educational journey.

Educators must consistently utilize assessment data to inform instruction and adapt learning objectives as needed. Engaging in professional development opportunities, as highlighted in numerous scholarly articles, is also imperative for enhancing teachers' understanding of effective assessment practices for ELLs (Wolf & Faulkner-Bond, 2016; Arizona Department of Education, 2018).

In conclusion, aligning learning targets across English Language Proficiency and English Language Arts empowers educators to address the multifaceted challenges faced by ELLs. Such alignment not only promotes academic language proficiency but also equips learners with the essential tools required to engage meaningfully within classroom settings.

References

• Wolf, M. A., & Faulkner-Bond, M. (2016). Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance. Educational Measurement: Issues and Practice.
• Arizona Department of Education. (2018). English Language Proficiency Standards. Retrieved from [link].
• Arizona Department of Education. (2018). English Language Proficiency Standards Guidance Document. Retrieved from [link].
• Arizona Department of Education. (n.d.). Arizona English Language Arts Standards. Retrieved from [link].
• Gottlieb, M. (2016). Assessing English Language Learners: Bridges to Educational Equity. Corwin Press.
• Goldenberg, C. (2013). Unlocking the Research on English Learners: What We Know—and Don't—About Effective Instruction. American Educator, 37(2), 4-13.
• Genesee, F., & Cloud, N. (1998). Dual Language Instruction: A Guide for Enriched Education. Toronto, ON: L. Erlbaum Associates.
• Gerard, L. F., & Hanan, P. (2011). Effective ELL Strategies in the Secondary Content Classroom. Phi Delta Kappan, 92(5), 36-41.
• Short, D. J. (2013). Preparing Children for the World Beyond School: Current Research on Effective Educational Practices. The School Community Journal, 23(1), 9-12.
• Tharp, R. G., & Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge University Press.