Ell language assessment | Education homework help

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. 


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.