English Language learners (ELLs) Assessment

Discussion ELLs

New English Language learners (ELLs) are assessed through determining their oral performances, such as how well they can speak English language. They are also asked to write words, phrases and sentences in English. Sometimes, non-verbal assessment is included. The ELLs are assessed for several reasons. The first reason is to determine what they know about English language or their level of understanding. The second reason is to determine gaps in their knowledge of English language (Banks, Cherry & Banks, 2019). The ultimate aim is to gauge the English proficiency level of the student English Language learners (ELLs) Assessment.

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The first assessment accommodation for the student the use of visual aids to enhance the ability of the student to connect with the English language. Instead of replying orally, for instance, the student can point a picture as an answer. The second accommodation is to allow the student to circle or tick the correct answer rather than writing (Banks, Cherry & Banks, 2019). The third accommodation is giving few multiple choices for the student to select English Language learners (ELLs) Assessment.

Th first type of data that should be used to determine whether the student should be placed in the gifted program is IQ test results. An IQ of above 130 indicates that the child is gifted. Second, data about achievements in tests in the past and during interview should be provided (Banks, Cherry & Banks, 2019). High achievement is one of the indicators of giftedness. If the student expresses giftedness in other ways rather than academic performance, the history related to that aspect should be provided.

The first consideration to make when assessing ELs is the student’s first language and culture. The second thing to consider is the age and school grade of the student. The third aspect is the past exposure of the student to English Another important aspect is the knowledge and extent of use of English language by the students’ parents or guardians (Banks, Cherry & Banks, 2019). Another important factor to consider is whether the student has any disability or issue that might affect learning. Also, it is essential to consider whether there is discrepancy between productive and receptive language skills.

References

Banks, J. A., Cherry A., & Banks, M. (2019). Multicultural Education: Issues and

Perspectives. Indianapolis, IN: John Wiley & Sons English Language learners (ELLs) Assessment.

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