Checklists and rubrics are tools that state the specific criteria to gather information. They make judgments about what the students know about the outcomes. (Little, 2005) Checklists not only offer the information about the specific knowledge and skills but also the particular behavior of students in a culturally diverse classroom in English Grammar. The teachers tend not to use a homogenous form of assessing all students as it is unfair.
The first checklist item in evaluating English language learners is the oral presentation. Ell students tend to be nervous and anxious when they are presented with evaluation tests. (Huerta-Macias 2002) The results of these written tests may not reflect the full potential of these students. An oral presentation is administered as one of the checklists in evaluating the performance of ELL students. An oral presentation is conducted by role playing, interviews, oral reports, text summarization. Role-playing can be able to assess a student on how he or she can communicate in English either as an individual or in a group. Interviews can be conducted to show the content of the English language. Text summarization can be used to evaluate ELL students by measuring the students’ comprehension the English language
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The second checklist items are written assessments. Tutors can offer written evaluations to measure the knowledge gained by the students. Written assessments can be administered through creative writing, edit writing, reading responses and content logs (Barootchi et al. 2002). Edit writing is traditionally conducted for students to identify the grammatically incorrect words and statements and marks issued to the level of their response. Content logs are released to students to measure the facts they have learned by them penning down the content.
From the above illustrations, we get to learn that ELL students cannot be assessed using the various techniques used on other students. Checklists created should be able to ensure ELL students get fair assessments.
References
Barootchi, N., & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
Huerta-Macias, A. (2002). Alternative assessment: Responses to commonly asked questions. Methodology in language teaching, 338-343.
Little, D. (2005). The Common European Framework and the European Language Portfolio: Involving learners and their judgments in the assessment process. Language Testing, 22(3), 321-336.
