ELL Language Assessment Project (ESOL2010- 4.1.c, 4.1.d, 5.1.a-5.1.e, 5.2.a-5.2.c,5.3.a-5.3.f) (FEAP3c,4a-4f) (Reading3.1-3.11,4.1-4.11)
It is important for ELL teachers to understand assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. They also need to understand the clear relationship between assessment and instruction. The pre-service teacher will assess an English language learner's oral and written performance using the Language Assessment Scale (LAS) placement test. They will then analyze the student’s results and make recommendations for instruction.
Description: The pre-service teacher will administer The LAS placement test, score, and interpret the data. Recommendations for instruction as well as remediation activities will be proposed.
Directions:
1. Introduce your task by explaining the implications of the Florida Consent Decree on assessment of ELLs. Be sure to discuss the purpose of different types of assessment and assessment issues as they relate to ELLs, including reliability, validity, limitations, and accommodations for students.
2. Introduce the LAS test and discuss its similarity to the WIDA Access test used in Florida.
3. Select one ELLs in the 6th grade. One should be a fairly fluent English speaker (Levels 3, 4, or 5). The other ELL should be in the early stages of learning English (Levels 1 or 2).
4. Administer the LAS Placement Test to both students.
5. Score the results, analyze, and discuss the data. Describe the students’ strengths, weaknesses, and identified gaps in English listening, speaking, reading, and writing.
6. Address implications for instruction. Use the data from your assessments to plan for instruction (language objectives) by English language skill – listening, speaking, reading, and writing for each student. Align each objective to the NGSSS and current Florida Standards.
7. Propose other types of assessments that can be used subsequently to monitor student progress (formative), and to check for mastery (summative) including alternative, authentic assessments.
The pre-service teacher will assess an English language learner's oral and written performance using The Language Assessment System (LAS) Placement Test (Access for ELLs)
Assessing ELLs with LAS (Alternative)
LAS Links®
Accurately assesses preK3–12 English and Spanish language proficiency
Measure and report on student progress toward English and Spanish proficiency standards
Allow teachers to develop targeted strategies to accelerate progress toward language proficiency
Determine when students are ready to exit ELL programs
LAS Links®
Comply with Federal Title III reporting requirements
Assess academic language to measure and report a student’s language proficiency within and across content areas such as Math, Science, Technical Subjects, History, Social Studies, and Language Arts
Access Lexile® measures to advance students’ reading comprehension
LAS Alignment to WIDA
Description:
The pre-service teacher will:
Administer The LAS Placement Test (ACCESS for ELLs),
Score the test, and
Interpret the data.
Remediation activities will be created for the assessed student.
Directions (2022):
Introduce your task by explaining the implications of the Florida Consent Decree on assessment of ELLs. Be sure to discuss the purpose of different types of assessment and assessment issues as they relate to ELLs, including reliability, validity, limitations, and accommodations for students.
Introduce the LAS test and discuss its similarity to the WIDA Access test used in Florida.
Select two (2) one (1)ELL in the class. The student should be in the early stages of learning English (Levels 1, 2, or low 3).
Administer the LAS Placement Test to both the student.
E. Score the results, analyze, and discuss the data. Describe the students’ strengths, weaknesses, and identified gaps in English listening, speaking, reading, and writing.
F. Address implications for instruction. Use the data from your assessments to plan for instruction (language objectives) by English language skill – listening, speaking, reading, and writing for each student. Align each objective to the NGSSS and current Florida Standards.
G. Propose other types of assessments that can be used subsequently to monitor student progress (formative), and to check for mastery (summative) including alternative, authentic assessments.
Steps for the LAS
Remember that you will assess one (1) ELL.
Score and interpret scores in all four language areas (L,S,R,W). You should use:
the LAS Links Technical Manual OR
***Scoring Steps
Please follow the following steps to scoring assessment. You will need to use the Student Answer Book, the Student Profile (scoring) Sheet and the LAS Technical Manual to complete this.
1. Interpret and score each answer (back of answer book)
2. Insert Number correct/Raw score (RS) for each section (p.122)
Ex. Speaking – Make conversation, Use academic word
3. Add up total each skill area (L,S,R,W) and add include scale score and proficiency level (p. 66)
Student Profile Scoring Sheet
Final Cut Score by Grade Level (p.66-67)
Scoring Tables (pg. 122 – 134)
RS – Raw score
SS – Scale Score
SEM – Standard Error of Measurement
PL – Proficiency Level
Proficiency Level Definitions (Pg. 114-115)
Proficiency Level Descriptors
(Pg. 116 – 121)
NEXT STEPS
Write about your findings.
Be sure to attach the LAS or ACCESS student rubric sheet.
Then identify and describe activities to develop language skills.
You will need three (2) activities for each area – listening, speaking, reading, and writing – for a total of 8 activities.
| Measurement Construct | No evidence (0pt.) | Emerging (1pt.) | Developing (2pts.) | Mastery (3pts.) |
| Introduction of LAS and Assessment of ELLs | Insufficient evidence to evaluate. | Provides an incomplete introduction of the LAS test and discuss its similarity to the WIDA Access test | Provides an introduction of the LAS test and discuss its similarity to the WIDA Access test | Provides a comprehensive Introduction of the LAS test and discuss its similarity to the WIDA Access test |
| Administration of LAS (ESOL2010 – 5.2.a,b,c;5.3.a,b,c,f) | Insufficient evidence to evaluate. | Conducts an incomplete administration of the LAS to two ELLs to determine level of English language skills – listening, speaking, reading, writing – missing two language sections. | Conducts the administration of the LAS to two ELLs to determine level of English language skills – listening, speaking, reading, and writing – although missing one language section | Conducts a complete administration of the LAS to two ELLs determine level of English language skills – listening, speaking, reading, and writing. |
| Scoring LAS | Insufficient evidence to evaluate. | Calculates an accurate scoring of one or two sections – listening, speaking, reading, writing – of the LAS for each ELL. | Calculates an accurate scoring of three sections – listening, speaking, reading, writing – of the LAS for each ELL. | Calculates an accurate scoring of each section – listening, speaking, reading, writing – of the LAS for each ELL. |
| Data analysis and discussion | Insufficient evidence to evaluate. | Provides an incomplete analysis of the data and discussion of the findings missing identification of ELLs’ strengths and weaknesses in listening, speaking, reading, and writing based on LAS results. | Completes a general analysis of the data and discussion of the findings including identification of ELLs’ strengths and weaknesses in listening, speaking, reading, and writing based on LAS results. | Completes a thorough, detailed analysis of the data and discussion of the findings including identification of ELLs’ strengths and weaknesses in listening, speaking, reading, and writing based on LAS results. |
| Implications for instruction (ESOL2010- 4.1.c,.d 5.1.a,b,c,d,e, 5.3.d,e | Insufficient evidence to evaluate. | Provides an incomplete discussion of implications for instruction based on data analysis of ELLs’ strengths and weaknesses; proposes only traditional assessments | Provides a general discussion of implications for instruction based on data analysis of ELLs’ strengths and weaknesses; proposes other assessments including authentic or traditional. | Provides a thorough discussion of implications for instruction based on data analysis of ELLs’ strengths and weaknesses; proposes appropriate assessments including authentic and alternative. |
| Mechanics of Writing | Insufficient evidence to evaluate. | Writes an adequate paper with four or more errors in grammar, spelling, capitalization, and/or punctuation. | Writes a generally well-written paper with a maximum of three errors in grammar, spelling, capitalization, and/or punctuation. | Writes a comprehensive and cohesive paper with no major errors in grammar, spelling, capitalization, and/or punctuation. |