How do you assess the language proficiency of your ELs?

Another way to deal with this question is to consider the purpose of your assessment. Assessment for learning involves giving feedback that provides you, the teacher, with information about your students that can lead to helpful adjustments in your teaching to better serve your students. It can also give your students information about needed improvements in their performance/proficiency. Assessment of learning measures their progress, which can also led to curricular adjustments. The more that we make our assessment tools both FOR learning and OF learning, the better we can improve our teaching and help our students.

It's also important to consider the cultural and linguistic backgrounds of English learners when assessing their language proficiency. Assessments should be designed and administered in a way that is fair, unbiased, and respects the diversity of learners' backgrounds. Furthermore, language proficiency assessments should not be the sole determinant of a student's academic success or potential. Other factors, such as students' motivation, prior knowledge, and socio-economic status, can also play a significant role in their academic outcomes. Therefore, assessments should be used in conjunction with other measures, such as classroom observations and student work samples, to provide a comprehensive picture of a student's progress and potential.

First, I use standardized tests 📝 to measure their reading, writing, listening, and speaking abilities. I also observe how they participate in class 👀, noting how they communicate during group activities. Written assignments ✍️ are important because they show how well students organize their ideas and use grammar. Oral presentations 🎤 help me see their fluency and pronunciation. Additionally, I use self-assessments and peer feedback 🔄 to encourage students to think about their progress and identify areas for improvement. Finally, I use digital tools 📱, like language learning apps, to track their progress and adjust my teaching to their needs. By combining these methods, I get a clear picture of my students' language skills.

With respect to tests used in higher education, it is important to realize that tests used as criteria for admission to programs at the undergraduate level, such as the IELTS and TOEFL, do not provide credible information for entrance to graduate programs. A higher score on either of these tests does not indicate readiness for graduate study; I teach in a graduate TESOL program and can attest to this. The best exam I've seen for indicating readiness at the graduate level is the Cambridge C2 Proficiency exam. The GRE (Graduate Record Exam), which has a large quantitative (math) section is not well suited for those seeking entrance to education programs; it is far better suited for business and the sciences.

It's important to use multiple methods of assessment to get a comprehensive picture of a student's language proficiency. Performance-based assessments, such as giving presentations or completing tasks, can provide valuable information about a student's abilities in real-world situations. Assessment should be an ongoing process that informs instruction and helps students improve over time.

I work with adult students from Japan who take the TOEIC (Test of English for International Communication), but they often take the paper-based test, which only tests listening and reading ability. Most of the students I have worked with from Japan (both men and women) seem to lack confidence in their ability to speak the languages. It is possible to score well on the TOEIC, but not be able to speak up in a meeting without having an English tutor or coach.

It's important to use the right set of proficiency standards when you are assessing your own class. The WIDA standards are appropriate for K-12 learners, while the CEFR standards are better for use with older students and are more international–also generic. The ACTFL standards are more detailed and communicative and are very useful for teaching students in academic and business contexts. The IELTS standards can be useful if you understand the levels well and use the right set (academic or general/workplace) for your particular group of students.

Assessing the language proficiency of ELs should be done at various points throughout the school year to monitor progress and adjust instruction as needed. It's recommended to assess ELs at the beginning of the year or course to establish their baseline level and placement, periodically throughout the year to track progress, and at the end of the year or course to measure growth and achievement. The frequency and timing of assessments may vary based on the goals and needs of the students and educators.

1. Initial Assessment: Conduct a diagnostic test at the beginning of a language learning course to identify students' strengths and weaknesses 2. Ongoing Evaluation: Regularly assess language skills throughout the course to track progress and identify areas that need improvement 3. Mid-Term Assessment: Administer a proficiency test halfway through the course to evaluate students' overall language proficiency. 4. Final Assessment: Conduct a comprehensive proficiency test at the end of the course to measure students' language proficiency and determine their level of achievement. 5. Job-related Assessment: Assess language proficiency before hiring employees to ensure they have the necessary language skills for the job.

Assessment results of ELs can inform teaching practices and decisions by identifying their learning goals and needs, differentiating instruction according to proficiency levels, and providing feedback and guidance to students. Additionally, results can be used to communicate with stakeholders about achievements and challenges, reflect on teaching effectiveness, and seek professional development and support.

I agree 100%. I am an ESOL Instructor at the Hudon Adult Learning Center and my method of delivering assessments (formative and summative) is to help identify their learning goals and needs. In addition, I use a multi-modal approach and differentiation of my instruction/assessments because I find it essential to meet all of my student's learning styles and interests. I feel that involving my students in monitoring their progress over time increases their confidence and independence. I also use the assessments as data collection which helps me to drive further instruction and to close any learning gaps! Thank you for this article!

It's important to ask questions of varying degrees of complexity. It's one thing to be able to locate an answer in a text. It's another to be able to synthesize the information based on the information that is given.

To improve assessment skills for assessing the language proficiency of ELs, one can learn about assessment principles, explore different tools and methods, collaborate with others, and review assessment plans and procedures. Familiarizing oneself with standards and frameworks, selecting suitable tools, consulting with organizations, and seeking feedback from ELs and stakeholders can also be helpful. It's an ongoing process that requires continuous learning and reflection.

We use an online assessment that checks grammar, reading, speaking, listening, reading and writing. However, there are far more grammar and reading questions on the assessment than other types of questions to gather information. Nearly every time someone has taken the assessment, the adult student incorrectly answered questions that asked, "Which answer is incorrect?" There are several questions in the assessment that are like this. This seems to be more of an indication that the prospective students don't understand the word "incorrect" than it shows the students' other abilities.