English-language learners are students who are unable to communicate fluently or learn effectively in English. The main aim for the test as a teacher is to handle students in weighing the cost and benefit of time spent on test preparation vs. language development. Besides, offering the test helps in assisting students in feeling more comfortable and providing the ability to perform their best on the test. The test paper of choice is a read and write examination test. The assessment is particularly essential for English language learners. This is because standardized English examinations do not t always reflect the learner’s true knowledge and ability content. As a result, continuers’ informal assessments act as a gauging level for the student’s skills, abilities, as well as ongoing progress in their learning phase. Additionally, the No Child Left Behind bill expects that all teachers keep records on every learner's progress ( Pieretti, & Roseberry-McKibbin, 2016 ). As a result, having the documents will make it easier when questions of program placement, special services, and grading are questioned.
Biography of the Ell Student
The test student is Elmas Yusuf; he is a grade 4 student here in the United States. The boy is of Turkish origin, where he was born and raised, with Turkish and Kurdish being his primary language. The family to the boy moved to America three years ago after the boy's dad's career relocation. Elmas Yusuf's stay in the country has been partially interrupted as a result of travels back home for holidays, as well as when schools close. He has been studying English for the past one hey, although the attendance has not been continues. In relation to the student’s literacy levels in L1 and L2, his first language is very dominant when reading assessments are concerned. Still, the learner shows a lot of potential with English as the secondary language, based on the assessment results.
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Test Administration:
The purpose of the test for the student was to provide a language score in the following areas, Speaking , Reading , Listening skills as well as writing abilities. Through this assessment, one can evaluate the students’ progress and understand the areas that need special attention to improve in terms of quality. The test was held on the school's premises in October 2020. It included a writing test, reading and also listening test. The assessment period was two hours and forty minutes, with the environment being quiet and conducive for the learners. However, the child’s attitude was a bit tense since their second attempt at the assessment. In turn, comforting the student by creating a friendly atmosphere helped improve the situation to less anxious and comfortable for the paper.
Scoring and Evaluation
The student performance on the test was a mixed outcome varying from topic to topic. As for Speaking Rubrics, Scoring Forms, the student core would be c grade. This is because his ideas were expressed somewhat clearly and effectively, simplified vocabulary was used. Also, he demonstrates partial command of the conventions of Standard English grammar as well as usage. As for Sampler Sentence Completion Rubric and Scoring Form, the score was a c. This is because he appropriately described the graphic, Demonstrated only partial command for Standard English grammar. For instance, may error in verb tense and shallow vocabulary used, however, as for Picture Description Rubric and Scoring. The student attained a score of 3points. Since the Response integrates the visual information, ideas were expressed; clear, there was a partial command of Standard English grammar conventions, it would have been a B grade.
Analysis of writing:
As for Word Writing Rubric and Scoring Form, the student-managed a B grade. This is as a result of No spelling errors from the answers, as well as a better understanding of No spelling errors. However, the handwriting was an issue since the learner could easily misspell some letters as a result of poor handwriting. On the other writing assessment, the results would be grades as an A grade. This is because Response shows grade-appropriate control of written English conventions, the Uses grade-appropriate spelling, and better Uses appropriate end punctuation than other students' age and learning time.
Overall evaluation
The student's overall performance was an exception; there was a fast learning ability for the language with regards to the age. This is because for a second assessment for the kid, having developed a better understanding of the language for verbal and oral skills. However, there is a lot that needs to be done on grammar, spelling, and pronunciation when it comes to reading. For example, the student did not understand the use of capital letters in the writing section. The handwriting was also not clear. Besides, the reading section showed a lot of mixed results since pronunciation was difficult, which is understandable based on the first language barriers. However, in this section, the learner portrayed an understanding level of what was being assessed.
Recommendations
There are two essential items ELLs need in order to improve their English time and practice. For this reason, there is very little that a teacher can do towards developing an acquaintance with the English language for the students. The exercises are organized to help student to student or student to a group, learning. As a result, the following are the recommendations for the student based on the results provided.
Increase ELL Parent Involvement
No matter what language a students' parents speak, parental should support since it is always a big key to academic success. ELL families are often at a disadvantage when it comes to supporting their children because of language and cultural barriers. As a result, the parents should work in hand with the child’s development in the study, through activities such as buying English written storybooks and trying their best to communicate in English while at home. This would enormously improve the learner’s ability to communicate, as well as write fluent English in a very short period.
Build In More Group Work.
According to Pieretti, & Roseberry-McKibbin, (2016 ), children learn most when they interact together as children based on the bond as well as the relationship that children have for each other. As a result, the student should practice more group work activities that involve English as a communication language. As a result, issues such as past and present tense for grammar are well understood in relation to collaboration. Besides, pronunciations would improve as a result of the play learning experience.
Reference
Pieretti, R. A., & Roseberry-McKibbin, C. (2016). Assessment and intervention for English language learners with primary language impairment: Research-based best practices. Communication Disorders Quarterly , 37 (2), 117-128.
