1.1 Includes a task for students
to show application of skill
that has been learned
1.1.1 Often involves real
world tasks for
1.2 Great form of assessment for
EL/EB students because it
provides multiple ways to
1.2.1 Examples of authentic
assessment include journaling,
video/website creation, and
22.214.171.124 Authentic assessment
2 Traditional Assessment
2.1 Traditional assessment is
assessment that is driven by
curriculum. Students usually select
an answer or recall information for
2.1.1 Includes assessment tasks such as
multiple-choice tests, fill in the blanks,
true-false, and matching
2.2 Not the best form of assessment for EL/EB
students because it doesn't allow students
to demonstrate the skills they've learned in
a way that best fits their needs or in a way
that makes the most sense to them.
2.2.1 However, this form of testing is still relevant in schools
today since most end-of-the-year/high stakes testing
follows a traditional assessment format.
3 High Stakes Testing
3.1 Designed to measure whether or not content
and performance standards established by the
state have been achieved.
3.1.1 Holds administrators, teachers, and
students responsible for the school's
growth, progress, and success.
3.1.2 EL/EB students are considered a
sub-group in many schools when
calculating the schools AYP.
126.96.36.199 English language proficiency tests can
be substituted for the end of year
assessment during an EL student's first
year in US public schools.
188.8.131.52.1 Tests are not responsive to the culture of
the student taking the test but rather the
culture of the area where the test is being
184.108.40.206.2 Try to show all students on an equal or
fair playing field.
4 Initial Assessment for ELs
4.1 Every child who speaks a language other
than English must be identified.
4.1.1 No specific guidelines on how
the identification must be
4.1.2 Home language surveys are given to
identify the parents' and students'
220.127.116.11 Only qualified staff members can administer home
18.104.22.168 Language proficiency tests are given to the
students to determine their English proficiency level.
5 Ongoing assessment
5.1 Provides continuous feedback on student
performance and effectiveness of
5.1.1 May be planned assessments like quizzes, tests, report
or essay writing.
5.1.2 May be informal classroom observation of student
behavior and language.
5.2 Portfolio assessment is one type of performance-based
ongoing assessment that is good for all learners,
including EL students.
5.2.1 Excellent EL portfolios should be comprehensive, systematic, tailored to the
needs of that student, informative for the student and teacher, and contain
authentic, purposeful work.
6.1 Rubrics measure student
performance on a task and provide
6.1.1 Rubrics are flexible and can be shaped to fit the
needs of the teacher.
22.214.171.124 Students should be provided the rubric before the task
begins so they know what good performance looks like.
126.96.36.199.1 Beneficial to all students, including
188.8.131.52 Can be holistic or analytic based on the task.