Educating English Language Learners: Understanding and Using Assessment

Summary

This guide, part of a series for charter schools, prepares schools to better assess the effectiveness of their English Language Learners (ELL) program. It is designed to assist educators in developing appropriate materials and accessing relevant resources. This guide was developed after a study showed that the quality of language support rests upon the experience of staff and the staff’s skill in using the most helpful resources. 

Table of Contents

• Table of Contents
• Preface
• Introduction
• Chapter 1: Overview of Assessment
• Chapter 2: The No Child Left Behind Act and Its Implications
• Chapter 3: Accommodation Issues and Linking Assessment to Instruction
• Chapter 4: Informal Classroom-Based Assessment
• Chapter 5: Putting it All Together: A Comprehensive Assessment Plan
• Appendix A: Glossary
• Appendix B: Frequently Asked Questions about ELLs
• Appendix C: Bilingual Educational Resources
• Appendix D: NCLB Assessment Requirements for ELLs
• Appendix E: Scenarios for Professional Development
• Appendix F: Web Resources

Key Takeaway

The bottom line? To be effective, ELL assessment must be culturally responsive

Instruction and assessment tools for ELLs don't work well if based solely upon a middle-class European-American perspective. Assessment instruments need to be reviewed by those who know the cultures and languages represented in the classroom. Culturally-responsive instruction involves adapting the subject matter to be understood by the student. For example, a math question that assumes ELL students have knowledge about U.S. National Parks would not be considered culturally responsive.