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KEY TERMS

 By Shanny G

The following terms are used throughout the document:

• Washback: a positive or negative perception.
• Progress test: test that measure the course content.
• Placement test: test that place student in an appropriate level.
• Aptitude test: it measures to a person ability to learn.
• Diagnosis test: it uses as a tool to identify of a student weakness.
• Achievement test: it is the measurement of course´s result.
• Benchmark: a reference to evaluate or check by comparison.
• Reliability: refers to the consistency or credibility of something.
• Cornerstone: is the main point or the cornerstone.

                                                                 

• Gauge: an instrument used for judgment or measure.
• Memento: an object used as a reminder or souvenir.
• Suffice: it is enough or meets the needs.
• Schemata: technical representation of a theory in a model or outline.  
• Interwoven: become mixed together.
• Pertain: belong to something.
• Cue: act as a prompt or reminder.
• Feasible: possible to do easily or conveniently.
• Blots: a dark mark of stain, on something that is otherwise good.
• Smear: damage a reputation with false accusations, or an insecure foothold.
• Bolster: a part of a vehicle or tool that provide structural support.
• Decipher: succeed in understanding something.
• Éclair: a small soft cake.
• Grid: a pattern of lines marking the starting place.
• Scaffolding: a temporary structure on the outside of a building.
• Gleam: shine brightly
• Testees: a person who is tested, as by scholastic examination.
• Snarl: say something aggressively.
• Growl: say something in a low harsh voice.
•  Harsh: cruel or severe.
• Loathe: feel disgust.
• Screech: move rapidly shouting.
• Wholly: cruel or severe
• Aligned: arrange in a straight, correct relative way.

•  English language learner (ELL):  in this document, a general term for students who are developing the English language proficiency needed to succeed in English-medium classrooms in U.S. schools.
•  Response: any kind of performance to be evaluated as part of an assessment, including multiple choice answers, short answers, extended answers, essays, presentations, demonstrations, or portfolios.
•  Rubric: the scoring criteria, scoring guide, rating scale and descriptors, or other framework used to evaluate responses.
•  Task: a specific test item, topic, problem, question, prompt, or assignment.
• Testing accommodation: any change to standardized testing conditions intended to make the test more fair and accessible for an individual or subgroup that does not change the construct being measured.

ASSESSING ESL STUDENTS’ KNOWLEDGE OF CONTENT IN K-12 CLASS

By Shanny G

The basic premise in this final topic is to provide significant information for teachers of K12 students so they may able to function successfully in school.

There are many students whose first language is not English, they aren’t typical ESL students. They come from many linguistic and cultural backgrounds and have had a wide variety of life experiences. Each student requires a different type of resources. Situations such as:

·         Born in an English country but enter school having varying degrees of exposure to the language and cultural norms. 

•       Some have immigrated with their families after having received some formal education in their home countries.

• ·         Some arrive as refugees. These students may have received little or no schooling in their home country.

• ·         Some who require ESL support also have special needs associated with mental challenges, physical challenges, behavioural difficulties, and/or giftedness (having English as a second Language) students who have a limited command of standard English and who are new require a period of adjustment.

The proper assessment in USA for more than 5 million English Language Learners (ELLs)

merits attention at all levels, for that reason  there are some common accommodations such as:

·       

  Allowing more time for test.

·        

Allowing the use bilingual dictionary.

·        

Allowing an advisor to read the test for student.

·          

 Allowing the modification of test’s questions for example that the language of the test is understood by the students.

EXAMPLES OF GOOD WARNING AND RECOMMENDATIONS FOR ELLs

ELLs are students who are still developing proficiency in English. They represent one in nine

students in U.S. classrooms from pre-kindergarten through grade 12, but most are concentrated in thelower grades. Collectively, they speak about 400 languages, although approximately 80 percent are nativespeakers of Spanish. Persons of Asian descent primarily speakers of Mandarin, Cantonese, Hmong and Korean  account for about 5 percent of the balance of the ELL population.

 While most of these students are found in large urban centers, many others live in concentrations in smaller communities. English-language learners are concentrated in six states  Arizona, California, Texas, New York, Florida and Illinois. The ELL students in those six states account for more than 60 percent of the ELL population.

 As principal author and Senior Research Scientist and Research Director John Young notes, 

“The U.S. federal government’s No Child Left Behind legislation of 2001 has made the need to produce valid and fair assessments for ELLs a matter of pressing national concern. So we produced a framework to assist practitioners, educators, test developers and educators in making appropriate decisions on assessment of ELLs in academic content areas.”

The No Child Left Behind Act, or NCLB, includes ELLs as one of the mandated subgroups whose test scores are used to determine whether schools and school districts throughout the United States are meeting goals for what the law refers to as “adequate yearly progress” (AYP) based on state-level performance standards established for their students.

USING ASSESSMENT

A human being that permits nature, society and situations of life, which could be possitive or negative to the modelate a ggod attitude and not an agressive person will able to enjoy the blessing of knwing people from different cultures and nations.

Assessment is an opportunity for growth, because it helps teachers readdress their personal model to achieve the course goals. Moreover, assessment cycle permits teachers to gather personalize information of student’s proficiency.

ASSESSMENT CYCLE

ANALYSIS

Teachers have an ethical responsibility to make analysis of their assessment, because the results will have an impact on student life. Furthermore analysis reflects how reliable a test is. To make an analysis teachers need the following materials:

1.       Computer´s programs.

2.       Calculator

3.       Pencil

4.       Paper

ANALYTICAL TOOLS

TOOLS	PROCEDURE
DISTRIBUTIONS AND FREQUENCY	Write a list of scores of the test from the highest to the lowest in a student column, write amount of students with each score in a column next to the first one.
MEASURE OF CENTRAL TENDENCY	Sum total score divide it by the number of scores : average.
PASS RATES	Sort the grades with letters. The grade of each letter divide by total of the students: pass rate.
HISTOGRAMS	A bar chart that represent how well a student done a test.
STANDARD DEVIATION	Give idea of how closely scores are distributed, and the influence of scores.
FOCUSS ON TEST	Recycle good items from a test to be used again.
ITEM DIFFICULTY	Is the proportion of correct responses, it uses to determine the level of each item of the test. Divide correct answer by students attempt to answer scores.

FEEDBACK

This analysis cycle state an interpretation of the assessment. It´s results should provide the right amount of information in usable form. Conference, meetings, large report and presentations are instruments teachers use to share their results.

REFLECTION

This third analytical cycle takes place after assessment is accomplished. This procedure is done boing the following activities:

·         Make notes of things that might forgotten.

·         Keep small notebook or computer folder for notes.

·         Keep track of things that could be change or do differently.