ESL-5003

Textbook

• Read Chapter 4: Methods
  • This chapter focuses on selecting appropriate assessment methods for multilingual learners, aligning them with assessment purposes. It categorizes assessment methods into four types: one-to-one communication, written response, selected response, and performance assessment. Formative assessments are emphasized as crucial for guiding student learning, while summative assessments serve to evaluate learning over time. The chapter also introduces culturally responsive strategies, including peer and self-assessment, and provides guidance on using rubrics and checklists. It underscores the importance of considering linguistic accessibility and student engagement when designing assessments
• Read Chapter 5: Content and Language
  • This chapter examines the interplay between content and language in assessment, advocating for minimizing linguistic barriers while preserving content rigor. It differentiates between assessing content knowledge and language proficiency, recommending integrated, authentic assessment practices. The chapter categorizes content into knowledge, reasoning, key practices, and dispositions, each requiring distinct assessment methods. It promotes translanguaging strategies, allowing MLs to use multiple languages to demonstrate content mastery. The chapter also critiques traditional assessments that inadvertently disadvantage MLs due to linguistic complexity rather than cognitive difficulty.

Articles

• In this article, the author addresses the widening knowledge gap between ELLs and native speakers, emphasizing the critical need for effective vocabulary assessment in mainstream elementary classrooms. She proposes five alternative assessment styles to more accurately gauge ELL students' vocabulary knowledge and growth. The author further argues that by integrating these diverse assessment strategies, educators can gain a richer understanding of ELL students' capabilities and better support their vocabulary development.

• In this article, the author explores how Information Communication Technology can transform traditional English language assessments. They argue that while ICT has been widely adopted in teaching, its application in assessment remains limited. The author also advocates for alternative assessment methods that move beyond standardized tests to authentically reflect students' learning experiences both inside and outside the classroom. Suggestions for utilizing tools such as online polling systems, digital portfolios, and project-based tasks to create dynamic assessments that promote critical thinking, collaboration, and creativity are offered.

• In this article, the author examines the efficacy of portfolio assessment in ESL/EFL settings. They conclude that educators should consider the adoption of portfolio assessments to authentically evaluate learners' abilities, suggesting that while there are challenges, the benefits in fostering a more holistic and reflective learning environment outweigh the drawbacks.

• In this research study, the authors explore the perceptions of English Language Teaching and ELL students regarding portfolio assessment in academic writing. Findings indicate that students are well-versed in portfolio assessment content and benefit from peer-sharing activities, which enhance their English learning through collaborative techniques. Advantages identified include self-evaluation, peer-evaluation, active participation, and the development of language skills. However, challenges such as time consumption, concerns over reliability and validity, and the neglect of listening and speaking skills were noted. Overall, participants expressed a preference for portfolio assessment over traditional pen-and-paper tests