English Language Learners-Assessment

The Process
1. The school board assign staff to assess the English proficiency of the English Language Learners.
2. An interview will be held to assess the oral communication skills, which includes speaking and listening.
3. There will then be a an assessment of reading comprehension
4. There will then be a math skills assessment.

The Initial Assessment
 There are two different ways of conducting the initial assessment:  1) Provide newcomers with an orientation session regarding schools in Ontario. 2) In other boards, the assessment is undergone at the school level, and it can be taken over a period of days.

The initial assessment provides insight to the students linguistic, academic, and other strengths, interests and needs. This also includes any special educational needs they might have or need.  

*The assessment results need to be recorded*

The initial Interview
It gives a good opportunity for dialogue between the family, student and the school. This is a time where  all the parties in the meeting can exchange necessary information and ask important questions. 

• The interview should be conducted in the family's home language.
• Should have the support of an interpreter so that accurate information is being interpreted and understood. 
• ALWAYS include the parents in the initial interview. 
• Whenever possible, direct questions to the student-this allows for an informal assessment in the students ability to have a conversation in his or her own language as well as English. 

• It is INAPPROPRIATE to ask the student to interpret at the interview. 

When implementing the initial assessment , the assessor will need to take a

number of factors into account:

• time available

• time of year

• student’s age

• prior exposure to English (e.g., in another school system)

• length of time here

An initial assessment serves to identify:

• a student’s eligibility for ESL services

• the student’s current level of English proficiency  

*English language proficiency includes

both receptive English (listening,

reading) and expressive English

(speaking and writing)*

• the extent and range of English services needed, including a recommendation for: the type of support

 appropriate for the student who may need the help  in order for them to succeed.

Initial Assessment of Mathematics

• It is good to begin with math, because ELLs sometimes find it easier to show competence with numbers and symbols than they do with words.
• Make sure the assessment tool is free of cultural biases
• Begin with counting
• Give student manipulatives and geometric shapes 
• Be conscious of how age and fatigue can affect a students performance. 

Different types of assessment testing

Assessments of Reading, Writing and Mathematics,
Primary Division (Grades 1–3) and Junior Division (Grades 4–6)

EQAO

• should be done for students in grade 3 and 6
• assessment in reading, writing and mathematics
• Grade 9 provincial assessment in mathematics 

Classroom Assessment
Often times, assessment tools require students to read material aloud that is unfamiliar to them. ELL's sometimes have a hard time with comprehension of what they are reading because they are concentrating on the pronunciation of the words. Experts say that there is no way to know for a fact if ELLs tested low in English because of lack of content knowledge, or other factors that interfered with the testing.  

ELLs should receive support until they have the level of proficiency needed to learn in English without any added support.

ELLs with Special Education Needs

• School boards develop a protocol in identifying English Language learners who may need some special educational needs. 
• Although many countries have the same, or almost the same identification systems in place to determine any developmental delays as Ontario, many do not. 
• Ongoing consultations with parents and teachers need to be established as supports for learning. 
• ELLs with exceptionalities need to be identified as soon as possible, so that placement and programming can be arranged.
• Need to have an IEP written up.

References

http://www.eqao.com/
http://www.ssat.org/test/test-levels-elementary