Academic literature on the topic 'English as a second language assessment battery'
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Journal articles on the topic "English as a second language assessment battery"
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Giguere, David, and Erika Hoff. "Home language and societal language skills in second-generation bilingual adults." International Journal of Bilingualism 24, no. 5-6 (2020): 1071–87. http://dx.doi.org/10.1177/1367006920932221.
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Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish–English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 native Spanish monolinguals. Language and literacy skills were assessed with a battery of standardized and research-based assessments. Degree of bilingualism was calculated for the bilingual participants. Data and analysis: Paired sample t-tests compared the bilinguals’ skills in English to their skills in Spanish. Hierarchical regression evaluated factors related to their degree of bilingualism. Independent sample t-tests compared bilinguals’ single-language skills to monolinguals. Findings/conclusions: The bilinguals’ English skills were stronger than their Spanish skills on every measure. Thus, degree of bilingualism was largely a function of level of Spanish skill and was associated with concurrent Spanish exposure. Bilinguals’ English skills were not different from the monolinguals except in speed of lexical access. The bilinguals’ Spanish skills were significantly lower than the Spanish monolinguals on every measure except in accuracy judgments for grammatically correct sentences. Originality: Previous studies of bilingual adults have focused on sequential bilinguals and previous studies of heritage language speakers have focused on their grammatical skills. This is the first study, to our knowledge, to assess a wide range of functionally relevant skills in adults with early exposure to a heritage and societal language. Significance/implications: These findings demonstrate that early exposure to and continued use of a home language does not interfere with the achievement of societal language and literacy skills, while also demonstrating that even a widely and frequently used home language may not be acquired to the same skill level as a societal language used in school.
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Gomez-Dominguez, Maria, M. Carmen Fonseca-Mora, and Francisco H. Machancoses. "First and foreign language early reading abilities: The influence of musical perception." Psychology of Music 47, no. 2 (2018): 213–24. http://dx.doi.org/10.1177/0305735617746734.
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There is a growing body of literature that recognises how music perception affects first-language learning, but much less is known about its influence on foreign-language reading skills. The purpose of this paper is to examine the effect of music perception abilities on the acquisition of some foreign early reading skills based on their transference from first language. Data for this study were collected from 63 Spanish-speaking English-language learners studying second grade of primary school. We used a music perception test and the Early Grade Reading Assessment battery, which measures early reading skills in both languages. A mediation analysis using structural equation modelling was performed, integrating music perception and letter-sound knowledge, initial sound identification, and familiar word and pseudoword reading in Spanish and English. This research provides new insights into how music perception affects early reading skills in both languages. These findings indicate a transfer of music perception abilities to first-language alphabetic principle, phonemic awareness and word recognition skills that affect foreign language early reading abilities.
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LaFlair, Geoffrey T., and Shelley Staples. "Using corpus linguistics to examine the extrapolation inference in the validity argument for a high-stakes speaking assessment." Language Testing 34, no. 4 (2017): 451–75. http://dx.doi.org/10.1177/0265532217713951.
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Investigations of the validity of a number of high-stakes language assessments are conducted using an argument-based approach, which requires evidence for inferences that are critical to score interpretation (Chapelle, Enright, & Jamieson, 2008b; Kane, 2013). The current study investigates the extrapolation inference for a high-stakes test of spoken English, the Michigan English Language Assessment Battery (MELAB) speaking task. This inference requires evidence that supports the inferential step from observations of what test takers can do on an assessment to what they can do in the target domain (Chapelle et al., 2008b; Kane, 2013). Typically, the extrapolation inference has been supported by evidence from a criterion measure of language ability. This study proposes an additional empirical method, namely corpus-based register analysis (Biber & Conrad, 2009), which provides a quantitative framework for examining the linguistic relationship between performance assessments and the domains to which their scores are extrapolated. This approach extends Bachman and Palmer’s (2010) focus on the target language use (TLU) domain analysis in their study of assessment use arguments by providing a quantitative approach for the study of language. We first explain the connections between corpus-based register analysis and TLU analysis. Second, an investigation of the MELAB speaking task compares the language of test-taker responses to the language of academic, professional, and conversational spoken registers, or TLU domains. Additionally, the language features at different performance levels within the MELAB speaking task are investigated to determine the relationship between test takers’ scores and their language use in the task. Following previous studies using corpus-based register analysis, we conduct a multi-dimensional (MD) analysis for our investigation. The comparison of the language features from the MELAB with the language of TLU domains revealed that support for the extrapolation inference varies across dimensions of language use.
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ERDOS, CAROLINE, FRED GENESEE, ROBERT SAVAGE, and CORINNE HAIGH. "Predicting risk for oral and written language learning difficulties in students educated in a second language." Applied Psycholinguistics 35, no. 2 (2013): 371–98. http://dx.doi.org/10.1017/s0142716412000422.
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ABSTRACTThe extent to which risk for French as a second language (L2) reading and language learning impairment are distinct and can be predicted using first language (L1) predictors was examined in English-speaking students in total French immersion programs. A total of 86 children were tested in fall of kindergarten, spring kindergarten, and spring Grade 1 using an extensive battery of L1 predictor tests (in kindergarten) and L2 outcome tests (in Grade 1). Analyses of the kindergarten predictor scores revealed distinct underlying components, one related to reading and one to oral language. Further analyses revealed that phonological awareness, phonological access, and letter-sound knowledge in L1 were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, phonological awareness, and tense marking tests in kindergarten were the best predictors of risk for L1 and L2 oral language difficulties. Both fall- and spring-kindergarten predictors predicted Grade 1 outcomes to a significant extent, with the spring-kindergarten predictors being more accurate. These results provide support for distinctive risk profiles for L2 oral language and reading difficulty and, furthermore, argue that assessment of L1 abilities can be used to make reasonably accurate predictions of later reading and/or oral language learning difficulties in L2 students.
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Bralet, Marie-Cécile, Bruno Falissard, Xavier Neveu, Margaret Lucas-Ross, Anne-Marie Eskenazi, and Richard S. E. Keefe. "Validation of the French version of the BACS (the brief assessment of cognition in schizophrenia) among 50 French schizophrenic patients." European Psychiatry 22, no. 6 (2007): 365–70. http://dx.doi.org/10.1016/j.eurpsy.2007.02.001.
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AbstractSchizophrenic patients demonstrate impairments in several key dimensions of cognition. These impairments are correlated with important aspects of functional outcome. While assessment of these cognition disorders is increasingly becoming a part of clinical and research practice in schizophrenia, there is no standard and easily administered test battery. The BACS (Brief Assessment of Cognition in Schizophrenia) has been validated in English language [Keefe RSE, Golberg TE, Harvey PD, Gold JM, Poe MP, Coughenour L. The Brief Assessment of Cognition in Schizophrenia: reliability, sensibility, and comparison with a standard neurocognitive battery. Schizophr. Res 2004;68:283–97], and was found to be as sensitive to cognitive dysfunction as a standard battery of tests, with the advantage of requiring less than 35 min to complete. We developed a French adaptation of the BACS and this study tested its ease of administration and concurrent validity. Correlation analyses between the BACS (version A) and a standard battery were performed. A sample of 50 stable schizophrenic patients received the French Version A of the BACS in a first session, and in a second session a standard battery. All the patients completed each of the subtests of the French BACS . The mean duration of completion for the BACS French version was 36 min (S.D. = 5.56). A correlation analysis between the BACS (version A) global score and the standard battery global score showed a significant result (r = 0.81, p < 0.0001). The correlation analysis between the BACS (version A) sub-scores and the standard battery sub-scores showed significant results for verbal memory, working memory, verbal fluency, attention and speed of information processing and executive functions (p < 0.001) and for motor speed (p < 0.05). The French Version of the BACS is easier to use in French schizophrenic patients compared to a standard battery (administration shorter and completion rate better) and its good psychometric properties suggest that the French Version of the BACS may be a useful tool for assessing cognition in schizophrenic patients with French as their primary language.
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Alekseeva, Olga S., Irina E. Rzhanova, Viktoriya S. Britova, and Yulia A. Burdukova. "ACADEMIC PERFORMANCE AND COGNITIVE ABILITIES IN PRIMARY SCHOOL STUDENTS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 1 (2021): 51–64. http://dx.doi.org/10.28995/2073-6398-2021-1-51-64.
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The study of the relationship between school performance and cognitive abilities was conducted. Cognitive abilities were assessed by using The Wechsler Intelligence Scale for Children Fifth Edition (WISC–V) and The Kaufman Assessment Battery for Children Second Edition (KABC–II). There are lots of works which show the existence of strong correlations between IQ and school marks. However, various studies demonstrate different results about correlations between academic performance in humanitarian sciences, physics and mathematics and verbal and spatial abilities. It should be considered that Russian researchers use outdated version of The Wechsler Intelligence Scale for Children to diagnose intelligence in most cases. This version contains only three scales: verbal intelligence, nonverbal intelligence and IQ. Considering this fact, evaluation of the impact of particular cognitive characteristics on academic performance become more difficult. The latest versions of The Wechsler Intelligence Scale for Children and The Kaufman Assessment Battery for Children were used in the present study. They contain next scales: verbal comprehension, visual-spatial index, short-term memory, long-term memory, working memory, processing speed, fluid intelligence. School marks in Russian language, mathematics, literature, English language and science were chosen to evaluate academic performance. 55 students of primary school took part in the study. It was found that data given by using the WISC–V had more correlations with school marks than data given by using the KABC–II. Main predictors of academic performance in almost all disciplines were verbal comprehension, processing speed and fluid intelligence.
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Benati, Alessandro, and Maria Batziou. "The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms." International Review of Applied Linguistics in Language Teaching 57, no. 3 (2019): 265–87. http://dx.doi.org/10.1515/iral-2016-0038.
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AbstractThe present study explores the effects of structured input and structured output when delivered in isolation or in combination on the acquisition of the English causative. Research investigating the effects of processing instruction and meaning output-based instruction has provided some interesting and sometimes conflicting results. Additionally, there are a number of issues (e. g., measuring a combination of structured input and structured output, measuring discourse-level effects) that have not been fully and clearly addressed. To provide answers to the questions formulated in this study, two classroom experiments were carried out. In the first study, fifty-four Chinese university students (age 18–20) participated. The participants were randomly assigned to four groups: structured input only group (n=13); structured output only group (n=15); combined structured input and structured output group (n=16); control group (n=10). In the second study, thirty school-age Greek learners (age 10–12) participated. The participants were randomly assigned to three groups: structured input only group (n=10); structured output only group (n=10); combined structured input and structured output group (n=10).Only subjects who participated in all phases of each experiment and scored lower than 60 % in the pre-tests were included in the final data collection. Instruction lasted for three hours. The control group received no instruction on the causative structure. Interpretation and production tasks were used in a pre-test and post-test design. The design included a delayed post-test battery (3 weeks after instruction) for both experiments. In the first study, the assessment tasks included an interpretation and production task at sentence-level, and an interpretation task at discourse-level. In the second study, an additional discourse-level production task was adopted along with the interpretation discourse-level task. The results indicated that learners who received structured input both in isolation and in combination benefitted more than learners receiving structured output only. These two groups were able to retain instructional gains three weeks later in all assessment measures.
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Gray, Shelley I., Roy Levy, Mary Alt, Tiffany P. Hogan, and Nelson Cowan. "Working Memory Predicts New Word Learning Over and Above Existing Vocabulary and Nonverbal IQ." Journal of Speech, Language, and Hearing Research 65, no. 3 (2022): 1044–69. http://dx.doi.org/10.1044/2021_jslhr-21-00397.
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Purpose: The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ. Method: One hundred sixty-seven English-speaking second graders (7- to 8-year-olds) with typical development from two states participated. They completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations. Results: A structural equation model with expressive vocabulary, nonverbal IQ, and three working memory factors predicting two word learning factors fit the data well. When working memory factors were entered as predictors after expressive vocabulary and nonverbal IQ, they explained 45% of the variance in the phonological word learning factor and 17% of the variance in the semantic word learning factor. Thus, working memory explained a significant amount of word learning variance over and above expressive vocabulary and nonverbal IQ. Conclusion: Results show that working memory is a significant predictor of dynamic word learning over and above the contributions of expressive vocabulary and nonverbal IQ, suggesting that a comprehensive working memory assessment has the potential to identify sources of word learning difficulties and to tailor word learning interventions to a child's working memory strengths and weaknesses. Supplemental Material: https://doi.org/10.23641/asha.19125911
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Wariyo, Lemecha Geleto. "Instructional goal structure, gender and second language motivation affecting English language achievement." Global Journal of Foreign Language Teaching 9, no. 1 (2019): 69–81. http://dx.doi.org/10.18844/gjflt.v9i1.3137.
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This study opted to 1) investigate a difference between cooperative and competitive learning modes in affecting English language achievement; 2) find gender, intra-gender and inter-gender differences in English language achievement within and across the three learning conditions and 3) study relationship between students’ motivation to learn English language and English language achievement. An English language test was administered to 120 Arsi Negelle Shala Secondary School grade 9 students. The 12 items Mini-Attitude/Motivation test battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test analysis result revealed that cooperative learners significantly outperformed both competitive learners and control group, but the control group significantly outperformed competitive learners. Both groups of male and female students favoured cooperative learning mode; however, males favoured more. The aggregate measures of Mini-AMTB produced significant positive correlations with English language achievement, but language anxiety produced significant negative correlation. Keywords: Cooperative learning, competitive learning, instructional goal structure, second language motivation.
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Kayser, Hortencia. "Speech and Language Assessment of Spanish-English Speaking Children." Language, Speech, and Hearing Services in Schools 20, no. 3 (1989): 226–44. http://dx.doi.org/10.1044/0161-1461.2003.226.
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The purpose of this paper is to provide a framework and specific suggestions concerning the assessment of the Spanish-English speaking student. This proposed framework utilizes qualitative and quantitative procedures to assess the limited English proficient student's language status, linguistic-cultural background and socioeconomic status, and communicative abilities. Qualitative and quantitative measures may include observations, interviews, questionnaires, test instruments, and language samples. Suggestions concerning the assessment battery include the use of modified testing procedures, adapted test instruments, and naturally elicited language samples. The accurate diagnosis of speech and language disorders in LEP children is dependent upon the availability of these data.
Dissertations / Theses on the topic "English as a second language assessment battery"
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Hurburun, Anita L. Jibodh. "An exploratory study aimed to determine the efficacy of an assessment battery designed to examine oral English language acquisition in refugee and migrant children." Click here to access this resource online, 2008. http://hdl.handle.net/10292/436.
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The process of migration has resulted in population growth and contributed to the transformation of New Zealand. Migrant and refugee children face many adjustment factors and their ease in resettling in New Zealand is largely dependent on their ability to learn English. Migration stress, change, trauma and loss may result in psychological difficulties which in turn may affect their resettling and learning. The Ministry of Education and other professionals work together to enhance the quality of their service provision to facilitate easier adjustment, resettlement and effective learning for these children. An adequate assessment battery for speech language therapists to assess migrant and refugee children, is presently lacking in New Zealand. Therapists currently use various assessments, with the assistance of interpreters. The New Zealand Speech Therapists’ Association (NZSTA), in accordance with speech therapists in Group Special Education (GSE), strongly supports the need for research with these groups and the development of an appropriate assessment battery. This exploratory study aimed to determine an assessment battery for use in examining English language acquisition in refugee and migrant children and to highlight the benefit of using measurement tools that determine incremental change over time in contrast to the use of monolingual psychometric tests. The study explored a selected assessment battery and gathered data in five main focus areas, namely: cognition, language, trauma, classroom behaviour, developmental and birth information. Eligible children were those who did not have physiologically - impaired cognitive abilities. Eight cases, four refugee and four migrant students, were selected by convenience sampling. All participants were children selected from primary school 1 (three refugees and three migrants) and primary school 2 (one refugee and one migrant) primary schools, aged approximately (5-8 years). Participants included four male and four females, refugee and migrant children, and those with both high and low English ability. Based on the study’s results, recommendations were made to refine the test battery, which included test modification. For example, the use of the trauma measurement tool only if there is prior evidence of trauma, the inclusion of a larger test population who have a common primary language to allow for cost effective interpreter use and to also allow for generalisations to be made, the inclusion of an assessment of the children’s primary language in order to determine the relationship, development and acquisition of the child’s second language with reference to his/her development and skills in his native language. All of the refugee children and 3 migrant children displayed slower processing time during the administration of the tests. Migrant parents were quicker in test completion as compared to refugee parents. They displayed differences in family size, contact with extended family, socioeconomic status and educational level. Migrant children produced sentences that included correct word order and sequence whilst refugee children produced sentences that lacked adequate word order or lacked articles and determiners. The study found the proposed test battery was an effective choice for use in the assessment of both migrant and refugee children, as the battery allows for dynamic assessment of children from diverse groups and this proved to be an unbiased means of assessing their English language and cognitive skills. Recommendations are made for future, more-extensive research. These findings provide information about appropriate and reliable language acquisition tests that measure incremental change with time. This study will contribute to a developing knowledge base for speech-language therapists who work with migrant or refugee children. Effective assessment on which to base tailored language programmes will assist them to optimise their experience in New Zealand schools and enhance their English language skills.
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Yuen, Hon-ming Jacky. "Implementing peer assessment and self-assessment in a Hong Kong classroom." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883535.
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Muller, Pieter F. de V. "Automatic oral proficiency assessment of second language speakers of South African English." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4165.
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Thesis (MScEng (Electrical and Electronic Engineering))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: The assessment of oral proficiency forms an important part of learning a second language.
However, the manual assessment of oral proficiency is a labour intensive task requiring specific
expertise. An automatic assessment system can reduce the cost and workload associated
with this task. Although such systems are available, they are typically aimed towards assessing
students of American or British English, making them poorly suited for speakers of South
African English. Additionally, most research in this field is focussed on the assessment of
foreign language students, while we investigate the assessment of second language students.
These students can be expected to have more advanced skills in the target language than
foreign language speakers.
This thesis presents a number of scoring algorithms for the automatic assessment of
oral proficiency. Experiments were conducted on a corpus of responses recorded during an
automated oral test. These responses were rated for proficiency by a panel of raters based
on five different rating scales. Automatic scoring algorithms were subsequently applied to
the same utterances and their correlations with the human ratings determined.
In contrast to the findings of other researchers, posterior likelihood scores were found to
be ineffective as an indicator of proficiency for the corpus used in this study. Four different
segmentation based algorithms were shown to be moderately correlated with human ratings,
while scores based on the accuracy of a repeated prompt were found to be well correlated
with human assessments.
Finally, multiple linear regression was used to combine different scoring algorithms to
predict human assessments. The correlations between human ratings and these score combinations
ranged between 0.52 and 0.90.<br>AFRIKAANSE OPSOMMING: Die assessering van spraakvaardigheid is ’n belangrike komponent van die aanleer van ’n
tweede taal. Die praktiese uitvoer van sodanige assessering is egter ’n arbeids-intensiewe
taak wat spesifieke kundigheid vereis. Die gebruik van ’n outomatiese stelsel kan die koste
en werkslading verbonde aan die assessering van ’n groot aantal studente drasties verminder.
Hoewel sulke stelsels beskikbaar is, is dit tipies gemik op die assessering van studente wat
Amerikaanse of Britse Engels wil aanleer, en is dus nie geskik vir sprekers van Suid Afrikaanse
Engels nie. Verder is die meerderheid navorsing op hierdie gebied gefokus op die assessering
van vreemde-taal sprekers, terwyl hierdie tesis die assessering van tweede-taal sprekers ondersoek.
Dit is te wagte dat hierdie sprekers se spraakvaardighede meer gevorderd sal wees
as di´e van vreemde-taal sprekers.
Hierdie tesis behandel ’n aantal evaluasie-algoritmes vir die outomatiese assessering van
spraakvaardighede. Die eksperimente is uitgevoer op ’n stel opnames van studente se antwoorde
op ’n outomatiese spraaktoets. ’n Paneel van menslike beoordelaars het hierdie opnames
geassesseer deur gebruik te maak van vyf verskillende punteskale. Dieselfde opnames is deur
die outomatiese evaluasie-algoritmes verwerk, en die korrelasies tussen die beoordelaars se
punte en die outomatiese evaluerings is bepaal.
In kontras met die bestaande navorsing, is daar gevind dat posterieure waarskynlikheidsalgoritmes
nie ’n goeie aanduiding van spraakvaardighede gee vir ons datastel nie. Vier
algoritmes wat van segmentasies gebruik maak, is ook ondersoek. Die evaluerings van hierdie
algoritmes het redelike korrelasie getoon met die punte wat deur die beoordelaars toegeken is.
Voorts is drie algoritmes ondersoek wat daarop gemik is om die akkuraatheid van herhaalde
sinne te bepaal. Die evaluerings van hierdie algoritmes het goed gekorreleer met die punte
wat deur die beoordelaars toegeken is.
Laastens is liniˆere regressie gebruik om verskillende outomatiese evaluerings te kombineer
en sodoende beoordelaars se punte te voorspel. Die korrelasies tussen hierdie kombinasies
en die punte wat deur beoordelaars toegeken is, het gewissel tussen 0.52 en 0.90.
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Balizet, S. "Sha" G. "A dynamic simulation assessment of english as a second language students' academic readiness." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2970.
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AR is hypothesized to comprise above-threshold academic language proficiency, personal characteristics, topical knowledge, academic skills, and academic auxiliaries (motivation, study skills, engagement, work drive, emotional stability, affective schemata, and metacognitive strategies).The participants were 36 international adults, studying pre-university academic English at intensive institutes in Florida who volunteered to take the CLEAR during the summer of 2004. Data were collected via the CLEAR multiple-choice knowledge test and essay test, teacher ratings, examinee feedback, and external measures.Results showed the CLEAR knowledge test functions well at the item level although overall scores are only moderately consistent.
The essay scoring consistency was satisfactory, perhaps partly due to the purpose-built scoring tool Good support for content-related validity claims was found for the dynamic simulation overall, for the stimulus materials, for the knowledge test items, for the essay prompt, and for the essay scoring tool. The concurrent measure of teacher ratings correlated with the knowledge test, but not with the content-based essay. Concerning construct-related claims of validity, support was evinced through the literature review as well as through inter-subtest correlation. External measures suggested some discriminant evidentiary support. Examinees perceived that the CLEAR closely resembled the target environment, they judged the CLEAR quality to be a key feature, and they would recommend the CLEAR to a friend for the growth experience.
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Jia, Yueming. "English as a second language teachers' perceptions and use of classroom-based reading assessment." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3102.
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The purpose of this study was to explore ESL teachers perceptions and use of
classroom-based reading assessments. The research questions underpinning this
study were: 1) What types of classroom-based reading assessments are used in ESL
classrooms and how are they used? 2) What are ESL teachers perceptions regarding
the function and effectiveness of classroom-based reading assessments? 3) What and
how do external factors influence ESL teachers use of classroom-based reading
assessments? 4) What and how do internal factors influence ESL teachers use of
classroom-based reading assessments?
The participants of this study were six middle school ESL teachers and seven
elementary school ESL teachers. Data consisted of interviews with the participating
ESL teachers, classroom observations, and assessment materials.
The finding of this study indicated that there were three kinds of classroombased
reading assessments commonly used by ESL teachers in the classrooms: tests,
observation, and using writing to assess reading. These classroom-based reading
assessments served ESL teachers in two ways: helping teachers make decisions about
individual students and helping teachers make decisions about instruction. In addition,
classroom-based reading assessments were viewed as effective instructional
instruments. ESL teachers highly valued classroom-based reading assessments,
considered them accurate and valuable, and thought these assessments could provide
great help to the daily teaching of reading. Students, statewide mandated
standardized tests, and districts were three major forces that influenced this
assessment process.
Four conclusions can be drawn from this study. First, classroom-based
reading assessments played a central role in ESL teachers teaching and assessing of
reading. Second, ESL teachers highly valued classroom-based reading assessments,
considering them valuable, accurate, and efficient. Compared to statewide mandated
standardized testing, ESL teachers preferred classroom-based reading assessments.
Third, ESL teachers use of classroom-based reading assessments was largely under
the control of districts or school authorities and there were many disagreements on
the ways of assessing reading of ESL students between teachers and the districts or
schools. Finally, statewide mandated standardized testing had distorted ESL teachersÂ
use of classroom-based reading assessments in practice.
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Moloi, Lisemelo. "Exploring the perceptions of English second language teachers about learner self-assessment in the secondary school." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/27828.
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The main purpose of this study was to investigate English second language(ESL) teachers' perceptions about learner self-assessment in the secondary school. The study also examined the factors that might influence the perceptions that teachers hold about self-assessment. The participants of this study were 163 ESL teachers who are teaching at secondary schools in Gauteng Province; they were from 94 randomly selected schools. The data was collected through questionnaires and the response rate was approximately 53%. The literature review was utilized to identify the main perceptions. The studies led to a 57-item teachers' perceptions of learner self-assessment questionnaire based on the following main perceptions: the value of self-assessment in the teaching and learning processes, the use of self-assessment as an alternative assessment technique in English second language learning, the accuracy and reliability of self-assessment and the role of teachers in the effective implementation of self-assessment in their classrooms. The data for the study were analysed using quantitative techniques. the findings for the study showed that teachers have a strong feeling about the value of learner self-assessment; they showed that it helps in the improvement of teaching and learning. The results also indicated that teachers agree that self-assessment should be used in English second language teaching as an alternative form of assessment as it enhances learners' linguistic skills. Teachers perceive that they have an important role to play in ensuring that the implementation of self-assessment becomes successful in their classrooms. However, some have indicated that learners are not objective enough when assessing themselves and therefore the results derived from self-assessment cannot be reliable and accurate. Teachers' perceptions correspond with their classroom self-assessment practice because most of them also indicated that they employ self-assessment to enhance learners' performance. Majority of teachers also indicated that factors such as class size, availability of materials, teacher professional training and development, formal teacher training, years of experience, classroom experience with self-assessment, and time available for self-assessment played a significat role in influencing their perceptions. The conclusions were drawn from the results and the recommendations were made for further research. The limitations of the study were also discussed.<br>Dissertation (MEd)--University of Pretoria, 2009.<br>Curriculum Studies<br>unrestricted
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Bailey, Stacey M. "Content Assessment in Intelligent Computer-aided Language Learning: Meaning Error Diagnosis for English as a Second Language." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204556485.
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Camacho, Sally A. "The Struggle that ESL Teachers in the USVI Face with ELLs Not Passing the Smarter Balanced Assessment." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936528.
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<p> In St. Croix, United States Virgin Islands (USVI), the growing population of English language learners (ELLs) are expected to meet the standards of the Smarter Balanced assessment and take the test during their first year of school on the island. However, meeting the accountability measures while acquiring academic language proficiency is overwhelming. The lack of language proficiency in English prevents ELLs from achieving academic success in high-stakes standardized testing. For this reason, it was necessary to study this phenomenon. This study addressed the problem of educational policies concerning strategies to help ELLs to demonstrate success on standardized assessments (Modiga, 2013). Results will give leaders and teachers a voice regarding ways to improve practices to assist ELLs on standardized assessments. The purpose of this qualitative study was to understand the struggle of ESL teachers in the USVI to meet not only the language needs of ELLs but also the requirements for them to pass the Smarter Balanced assessment in the St. Croix School District. Eight themes emerged from the data analysis: lack of professional development (PD), language support, commonly used assessments, language proficiency, cultural diversity, language background experience and expectations, district and school-wide initiatives, and lack of understanding how to meet the provisions of the constructivism theory or ESSA. The first recommendation is to extend the scope of the research to involve more mainstream middle school teachers across the USVI who also serve ELLs and must prepare them for the Smarter Balanced assessment. The second recommendation is to identify instructional practices that can best meet the needs of ELLs in content-area classes in the USVI. The third recommendation is to compare the perceptions of best practices of mainstream teachers from two districts in the USVI, one not making statistically significant gains with ELLs and the other making statistically substantial gains on the Smarter Balanced assessment. The last recommendation is to conduct a study in the USVI on the alignment of the core curriculum with English language proficiency and Common Core State Standards with mainstream teachers using ESL strategies to serve ELLs’ language needs to see if there is improvement on standardized test scores.</p><p>
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Cano, Urena Araceli Berenice. "The role of a school psychologist| Non-discriminatory assessment of English language learners." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147324.
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<p> Given the disproportionate numbers of English Language Learners (ELLs) in Special Education, the method by which students are being assessed for Special Education must be examined further. Because these practices have real consequences for students’ educational placements in schools, it is necessary to understand what factors are important in conduction a non-discriminatory assessment.</p><p> Currently, there is literature on how to conduct a non-discriminatory assessment; however, there is very little information known about how these practices are or are not being implemented in the schools. As such, the purpose of this study is to utilize a survey study to gain an understanding of what is the school psychologist’s role in the evaluation of Spanish speaking English Language Learners for Special Education in the schools.</p><p> Based on the findings of this study, there is a need for a formal training for school psychologist once they are out in the field. Currently, the majority of the training received was through their graduate program. Furthermore, there is a need for a formal training or certification for bilingual school psychologists. Due to the limited number of bilingual school psychologist in the field, formal training must also be developed for interpreters working with monolingual school psychologists on non-discriminatory assessments.</p>
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Kittidhaworn, Patama. "An assessment of the English-language needs of second-year Thai undergraduate engineering students in a Thai public university in Thailand in relation to the second-year EAP program in engineering." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2020.
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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains xi, 122 p. : ill. Includes abstract. Includes bibliographical references (p. 92-97).
Books on the topic "English as a second language assessment battery"
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The Cambridge guide to second language assessment. Cambridge University Press, 2012.
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Testing ESL pragmatics: Development and validation of a web-based assessment battery. Lang, 2005.
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Assessment in the second language writing classroom. University of Michigan Press, 2010.
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Massachusetts. Dept. of Education. The Massachusetts English language assessment - oral handbook. The Dept., 1994.
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Spaan, Mary C. A student's guide to the MELAB. 2nd ed. University of Michigan Press, 2008.
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Spaan, Mary C. A student's guide to the MELAB. 2nd ed. University of Michigan Press, 2008.
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Spaan, Mary C. A student's guide to the MELAB. 2nd ed. University of Michigan Press, 2008.
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Spaan, Mary C. A student's guide to the MELAB. 2nd ed. University of Michigan Press, 2008.
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Wolochuk, Alexandria. Adult English language learners and self-assessment: A qualitative study. The Edwin Mellen Press, 2014.
Find full textBook chapters on the topic "English as a second language assessment battery"
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Kang, Okim, and Alyssa Kermad. "Assessment in second language pronunciation." In The Routledge Handbook of Contemporary English Pronunciation. Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-32.
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Read, John. "Postentry English Language Assessment in Universities." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_26.
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Khan, Khadernawaz, and Umamaheswara Rao Bontha. "Outcomes-Based Assessment in an English Language Program." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-32601-6_6.
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Xu, Yueting. "English Language Teacher Assessment Literacy in Practice." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_22.
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Xu, Yueting. "English Language Teacher Assessment Literacy in Practice." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_22-1.
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Butler, Yuko Goto. "Assessment of Young English Learners in Instructional Settings." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_24.
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Deygers, Bart. "Fairness and Social Justice in English Language Assessment." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_30.
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Butler, Yuko Goto. "Assessment of Young English Learners in Instructional Settings." In Second Handbook of English Language Teaching. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-58542-0_24-1.
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Davison, Chris. "Using Assessment to Enhance Learning in English Language Education." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_21.
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Gao, Xuesong. "Assessment and Evaluation in English Language Teaching: Section Introduction." In Second Handbook of English Language Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_64.
Full textConference papers on the topic "English as a second language assessment battery"
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Thi Thao Nguyen, Ho, Nguyen Thi Nhai, and Anh Thi Van Pham. "Assessment Methods for Teaching English as a Second Language in Blended Learning Approach." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. ACM, 2020. http://dx.doi.org/10.1145/3416797.3416801.
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Karigulova, Fatima, and Elmira Uteubayeva. "CRITERIA BASED INTERNAL ASSESSMENT OF EDUCATIONAL ACHIEVEMENTS OF STUDENTS IN TEACHING ENGLISH." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(17).
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This article presents theoretical and practical aspects of Criteria-Based Assessment of students’ educational achievements and it shows systematic implementation of internal and external assessment at colleges. The content of the article is divided into two sections. The first section presents the theoretical part, principles and connection of criteria-based assessment with the curriculum. The second section shows approaches to criteria-based assessment, improved after the application of the Integrated Model of Criteria-Based Assessment. The article of criteria-based assessment of students’ educational achievements is intended for use at colleges.
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Daukšaitė-Kolpakovienė, Aurelija. "Attitudes of English Students Whose Skills are Peer-Assessed." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.26.
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Peer-assessment (PA) has been used in all study cycles for over three decades. In foreign language classes, for example, it has mostly been applied to assess writing rather than other skills. However, this study focused on PA of oral skills and aimed to learn about university students’ attitudes towards their experience of being peer-assessed in their English classes online during the pandemic when PA was used as a way of formative assessment (the grades suggested by peers were not a part of final course grades). The study involved 49 Vytautas Magnus University (VMU) students (Lithuanians) studying general English at upper-intermediate level online in 2021. They were first and second year (first cycle) students aged 19 to 20. The research was both qualitative and quantitative. It used online PA forms, which the students who were assessors filled in anonymously to evaluate their peers’ oral production, and an online questionnaire with open and closed questions that the assessees filled in after they had received anonymous feedback from their peers. The study showed that over 70% of the students liked it when their oral production was assessed by their peers. It seemed to be an interesting activity for them. Yet, they raised many concerns about PA. Some of them believed PA was not accurate and their peers did not put much effort into it. They also thought their peers lacked experience in PA. They emphasised that their teacher was more experienced and objective and thus should assess their skills rather than peers.
Reports on the topic "English as a second language assessment battery"
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3881.
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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.
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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.