Assessment is a process of collecting information or data to improve educational achievement. Assessments are used to help teachers set the direction for teaching and learning. Teachers give assessments to evaluate students and their progress within the classroom. It’s important that programs within the school have a good effect and meet the need of each student. The school that I am currently in uses a few English Language Proficiency test but the one that I will discuss will be the English Language Development Assessment (ELDA). The ELDA is administered in clusters based on the grade level.
The ELDA is made up of four subtests which are listening, reading, writing and speaking. This test is usually given in March. This test is requeuired to be administered by the No Child Left behind Act of Title. The ELDA was developed by members of the states including the LEP State Collaborative on Assessment and Student Standards (SCASS), the Council of Chief State School Officers (CCSSO), and a grant from the US Department of Education. The test was first administered in South Carolina in 2006 and the test was given to students in grades 3-12.
In 2006, the ELDA was developed for students in grades K-2. There are many benefits from administering the ELDA. The NCLB requirements are met because of the ELDA. The ELDA test provides yearly assessment of English proficiency as well as progression. The ELDA main focus is the academic language proficiency which complies with psychometric necessities, and provides whole information of accomplishment at the school, district, and state levels. This test provides important information to the teachers about their student’s English proficiency.
This information is provided through performance level descriptors. There are some disadvantages of administering the ELDA. All ELLs students have different linguistic background. It’s important to always consider each students background when considering using the native language to accommodate the assessment. It’s not always certain that the assessments can be provided in the native language in a large school or district. Another drawback is that each students stands at various levels of ability in English.
This means that ELLs differ in their ability in English therefore we cannot suppose that students who communicate with no trouble in English will have literacy skills that are essential for an unvarying test. Using Student-Involved Classroom Assessment to Close Achievement Gaps by Stiggins and Chappuis discusses alternative assessments formats. This article discusses five principles of sound classroom assessment. These assessments are practiced so that teacher could be permitted to motive students that suit them the best.
These assessments benefit students in many ways. The first substitute assessment that I will discuss is Condition #1: Assessment Development Must Always Be Driven by a Clearly Articulated Purpose. This assessment means that it’s important for teachers to understand the student’s information and plan of assessment is designed to meet those needs. The second substitute assessment that I will discuss is Condition #2: Assessments Must Arise From and Accurately Reflect Clearly Specified and Appropriate Achievement Expectations.
This assessment means that an obvious vision is required in order to succeed within the classroom. It’s important that students know where they are headed to contribute in their own learning. The third substitute assessment that I will discuss is Condition #4: Communication Systems Must Deliver Assessment Results into the Hands of Their Intended Users in a Timely, Understandable, and Helpful Manner. This assessment means that cautious awareness is necessary to be able to meet the announcement needs of the viewers.
Students play a significant responsibility in the message structure. The communication system is intended to sustain learning. Student’s decision about their academic capabilities is made based on the classroom assessment evidence. The evidence in this article shows that there is no question about what will happen to their achievement and scope gaps (Stiggins, R. , & Chappuis, J). I believe that my school should continue to use the ELDA. This test is associated with the English language proficiency (ELP) standards which included the project member state.
The test is made to cover three academic topic areas. These areas are English/Language Arts, Math, Science, and Technology, and Social Studies. The one nonacademic topic is related to school environment. I believe that the language proficiency standardized testing is a feasible measure for monitoring student growth because it shows what a student knows and where they currently stand. This will help educators understand the student’s strengths and weakness therefore the teacher can make accommodations to meet each students need in the classroom.