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Attias-Palmer-C&T821- M8: Language Assessment Final Assignment

Palmer Attias
Curriculum and Teaching, University of Kansas
C&T 821
Dr. Lonna Rocha
October 16,2021
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Contents
1. Statement of the Problem 3
1. Description of the Learner 3
2. Student Information Summary 4
3. Standards Associated with the Assessment 5
4. Testing Objectives 9
5.Listening Test 11
1) Assessment 11
2) Evidence of student performance 17
3) Scoring and Analysis of student performance 21
4) Test Evaluation 24
6.Reading Test 26
1) Assessment 26
2) Evidence of student performance 34
3) Scoring and Analysis of student performance 38
4) Test Evaluation 45
7.Speaking Test 47
1) Assessment 47
2) Evidence of student performance 52
3) Scoring and Analysis of student performance 58
4) Test Evaluation 60
8.Writing Test 62
1) Assessment 62
2) Evidence of student performance 70
3) Scoring and Analysis of student performance 77
4)Test Evaluation 83

2. Conclusion 85
3. References 87
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M8: Language Assessment Final Assignment

Statement of the Problem

Description of the learner:

The student is a bilingual seven-year-old English language learner (ELL) named Mia

(pseudonym). With the permission of Mia’s parents, we will hold our supervised sessions. Mia is

a first-grade student at an international school in Tokyo, Japan. Her mother is Japanese and is

fluent in English, Mia’s father is from the U.S. and lives in Tokyo. Mia has no siblings or cousins

and her interaction with children outside of school is limited. Both Japanese and English are

spoken at home.

Mia’s first language is Japanese (L1), she speaks mostly Japanese with her mother, her

grandparents, and her friends. Additionally, Mia is completely immersed in the Japanese language

because most of the media she is exposed to, and all her social interactions outside of school are

conducted in Japanese. Mia speaks English only at school and sometimes at home with her father.

Although Mia has been exposed to English her whole life, English is very much her

second language (L2). Mia has been assessed by her school as at grade level in reading, writing,

speaking, and listening in English. However, Mia’s ability to read in Japanese is better than her

ability to read in English. She has more access to Japanese reading materials, she attended a

Japanese speaking kindergarten, where she read and wrote in the Kana phonetic alphabet, and her

mother and grandmother read with her in Japanese only.

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Mia prefers to speak Japanese and sees English as something “foreign”. Although she is

a citizen of both Japan and the United States, she identifies as Japanese. Additionally, Mia likes

English but sees it more as a “subject” to be studied than a part of her cultural heritage and identity.

This is reinforced by the fact that she attends an English-speaking international school, where

according to her mother she feels English is “forced” on her. My goal will be to hopefully change

this perception and show Mia that although her native language and culture are extremely

valuable; English can be a fun language to learn.

In closing, using authentic assessments that speak to Mia’s Japanese and American

identity, hopefully, will demonstrate to Mia that language can be a tool for bridging cultures and

discovering new worlds. Furthermore, materials that speak to Mia’s interests presented through

the medium of language learning will exhibit to Mia that she can explore and develop her interests

in a language other than Japanese. Creating lessons and assessments that allow Mia to develop

her self-expression in the L1 and L2 feasibly will lead to a lifelong love of language learning.

Student information summary

Grade: 1st grade international school (only English spoken)

Age: Seven years old

Native language: Japanese

English exposure at home: English spoken in the home with father

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English literacy: Emergent stages in reading and writing.

Standards Associated with the Tests:

American Council on the Teaching of Foreign Languages (ACTFL)

standards: https://www.actfl.org/sites/default/files/news/AligningCCSSLanguageStandard
s.pdf (Links to an external site.).

NCSSFL-ACTFL CAN-DO STATEMENT PROFICIENCY BENCHMARKS

https://www.actfl.org/sites/default/files/can-dos/Novice%20Can-Do_Statements.pdf

Listening:
1.Common Core State Standards Speaking and Listening:

⚫ Standard 2: Integrate and evaluate information presented in diverse

media and formats, including visually, quantitatively, and orally.
⚫ Standard 4: Present information, findings, and supporting evidence such
that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.

2.World-Readiness Standards for Learning Languages:

⚫ Interpersonal Communication: Interact and negotiate meaning in

spoken, signed, or written conversations to share information, reactions,
feelings, and opinions.

⚫ Presentational Communication: Present information, concepts, and

ideas to inform, explain, persuade, and narrate on a variety of topics
using appropriate media and adapting to various audiences of listeners,
readers, or viewers.

3.Classroom Applications for Novice Students:

⚫ Discuss short texts and videos from the target culture (p.54)

⚫ Exchange descriptions of people and tangible products of the culture

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such as
toys, clothing, types of dwellings, and food with classmates (p.54)

⚫ Exchange information about topics of personal interest (p,106)

Reading

1.Common Core State Standards Reading:

⚫ Standard 1=Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text

⚫ Standard 7=Integrate and evaluate content presented in diverse formats

and media, including visually and quantitatively, as well as in words.

⚫ Standard 4=Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.

2.World-Readiness Standards for Learning Languages:

⚫ Interpretive Communication=Understand, interpret, and analyze what

is heard, read, or viewed on a variety of topics.
⚫ Cultures: Relating Cultural Products to Perspectives = Use the
language to investigate, explain, and reflect on the relationship between
products and perspectives of the cultures studied.

3.Classroom Applications for Novice Students:

⚫ Identify people and objects in their environment or from other school

subjects, based on oral and written descriptions (p. 57).

Intercultural Communication: Benchmarks Novice Can-Do

Products=In my own and other cultures I can identify some typical products
related to familiar everyday life.
Practices=In my own and other cultures I can identify some typical products
related to familiar everyday life.
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Presentational Novice Low:

⚫ I can present information on both very familiar and everyday topics using
a variety of practiced or memorized words, phrases, and simple sentences
through spoken, written, or signed language.

⚫ I can identify memorized or familiar words when they are supported by

gestures or visuals in informational texts.

Interpretive Novice Low:

⚫ I can identify the general topic and some basic information in both very
familiar and everyday contexts by recognizing practiced or memorized
words, phrases, and simple sentences in texts that are spoken, written, or
signed.
Speaking
1.Common Core State Standards Speaking and Listening:

⚫ Standard 3= Evaluate a speaker’s point of view, reasoning, and use of

evidence and rhetoric.
⚫ Standard 6=Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when indicated or
appropriate

2.World-Readiness Standards for Learning Languages:

⚫ Interpersonal Communication: Interact and negotiate meaning in

spoken, signed, or written conversations to share information, reactions,
feelings, and opinions.
⚫ Presentational Communication: Present information, concepts, and
ideas to inform, explain, persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of listeners, readers,
or viewers.
⚫ Comparisons Language: Use the language to investigate, explain, and
reflect on the nature of language through comparisons of the language
studied and their own.

3.Classroom Applications for Novice Students:

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⚫ Present basic information on familiar topics using language they have

practiced using phrases and simple sentences (p. 61).

⚫ Express self in conversations on very familiar topics using a variety of

words, phrases, simple sentences, and questions that have been highly
practiced and memorized (p. 51)

Interpretive Communication I can Intercultural Communication: Benchmarks

Novice Can-Do
Products=In my own and other cultures I can identify some typical products
related to familiar everyday life.
Practices=In my own and other cultures I can identify some typical products
related to familiar everyday life.
PROFICIENCY BENCHMARKS + PERFORMANCE INDICATORS
Benchmark 1: I can communicate in spontaneous spoken, written, or signed
conversations on both very familiar and everyday topics, using a variety of
practiced or memorized words, phrases, simple sentences, and questions.
Novice-Low Spoken Performance Indicator:
⚫ I can tell someone whether or not I understand them.
⚫ I can understand simple words of praise by a teacher to a student.
⚫ I can recognize common opening and closing words in oral storytelling.
⚫ I can tell someone my name.
⚫ I can greet and take leave in a polite way.
Writing

1.Common Core State Standards Writing:

⚫ Standard 4=Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose,
and audience.
⚫ Standard 5= Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
⚫ Standard 10 = Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and
audiences.
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2.World-Readiness Standards for Learning Languages:

⚫ Connections: Making Connections = Build, reinforce, and expand

knowledge of other disciplines while using the language to develop critical
thinking and to solve problems creatively.
⚫ Connections: Acquiring Information and Diverse Perspectives
=Access and evaluate information and diverse perspectives that are
available through the language and its cultures.
⚫ Interpretive Communication =Understand, interpret, and analyze what
is heard, read, or viewed on a variety of topics.

3. Classroom Applications for Novice Students:

⚫ Report differences and similarities between the writing systems of their

own language and the language being learned (p. 93).

NCSSFL-ACTFL CAN-DO STATEMENT PROFICIENCY BENCHMARKS

Presentational- Novice Low: I can present information on both very familiar

and everyday topics using a variety of practiced or memorized words, phrases,
and simple sentences through spoken, written, or signed language.

Interpersonal Communication- Novice Low: I can communicate in

spontaneous spoken, written, or signed conversations on both very familiar
and everyday topics, using a
variety of practiced or memorized words, phrases, simple sentences, and
questions.

Testing Objectives

Listening: Section 1 and 2: Test taker will demonstrate listening skills through a physical
response only (pointing, moving a toy, circling a picture and drawing an x). Test taker will
understand prepositional phrases of location (next to, in front, in the center) (Brown &
Abeywickrama 2019). This is a pure listening test so any verbal or written response will not be
acceptable.
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Reading: Section 1: Test taker will read and recognize words (nouns and action verbs)
associated with household items and playground activities through picture-cued word
identification (pointing to objects). Students will read aloud, and assessor will judge phonetic
pronunciation of target vocabulary. This assessment is focused on bottom-up processing of key
vocabulary words (ideal for emergent stage).
Section 2: Student will match vocabulary with images in a picture-cued assessment. This
literacy task will demonstrate that the student can make a connection between the printed word
and the image associated with it. This assessment is focused on bottom-up processing of key
vocabulary words and there corresponding graphic image.

Speaking: Section 1: Warm up, build rapport with the test taker. Check for comprehension of
basic questions, test taker may repeat answers for clarification: name, age, etc. (not scored).
Section 2: Test taker will demonstrate speaking skills by giving directions through a map-cued
elicitation. Test taker will understand how to orally give instructions using phrasal verb go +, go
straight, go back. Directions must be given such as turn right, turn left, keep going, and stop.
Section 2: In a Picture-cued elicitation of nouns, negative responses, numbers, and location
(Brown & Abeywickrama 2019) test taker will demonstrate understanding by answering the
administrators prompts.

Writing: Section 1: Task in Handwriting Letters, Words, and Punctuation. The test-taker will
see three complete sentences that do not have capital letters or periods. The test-taker will
recopy the sentence and correct the mistakes, i.e., punctuation errors. This task is designed to
test the student’s ability to write clear letters in the alphabet (copy), form a sentence, and
demonstrate an understanding of basic sentence structure/punctuation.
Section 2: Picture-Cued Task. Student will look at three pictures and describe what activities are
taking place using the present progressive tense. For this student’s level, we are only concerned
in observing if she can express her thoughts on an image by writing a complete sentence using
the correct verb tense; the focus is not on spelling.
Section 3: Simple form completion. The student will fill out a form that asks her some personal
information. The focus of this task is if she can respond in writing to a few simple prompts. We
are not as concerned with spelling; the aim is to see if the student can respond in writing to the
simple questions asked:
Name, age, favorite color, animal, food, and country she lives in.

Tests: Please read following section.

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Test Evaluations: Description provided after student evaluation on each test.

Listening:

Assessment Procedure:
1. Greet the student with a smile and ask their name.
2. Ask the student to watch the YoutTube video about Sustainable Development Goals
(SDGs) in Japanese, hosted by the cultural icon Hello Kitty on your iPad. This activity
will build background knowledge on the United Nations, SDGs, and Global culture while
utilizing the ELLs funds of knowledge and home language to help them see themselves in
the material. This video is also honoring the Japanese and English languages through
code-switching.

4:26

3. Discuss the contents of the video in Japanese and/or English:

a. Where did Hello Kitty go?
b. What are SDGs?
c. What is your favorite memory from the video?

4. Explain that I will now read a story written by Hello Kitty, I will give a listening test
trying to find a picture of my favorite memory from the trip to the U.N. in New York City.
5. Hand the test sheet to the student
6. Look at your test script and say that you will ask the student to look at the pictures for
twenty seconds, after you will read a passage twice.
7. When the reading is completed, the student must point to the picture that was described,
then circle it with a pencil.
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8. Section 2:
9. Show the test-taker the picture
10. Tell her to move the Hello Kitty toy to the locations you mention
11. When she has moved the toy, ask her to put an x in that spot.
12. Ask the student to give back the test and thank them for their time.

Teachers Test Script:

Hello Kittie’s Story: 3 minutes

Test taker hears: Write your name on the top of the test.
1.Please look at all the pictures for twenty seconds. (20 seconds)

2.Now please listen to my story twice, when I finish the second time, point to the
picture I spoke about.

3.First reading (1 minute)

(Read at normal speed)

Test takers hear:

Hi, this is Hello Kitty, I have just returned from my trip to the United Nations in New
York City. I had so much fun. My best friend took a picture of me. I will tell you about it.
In this picture I am standing in the center, there is a woman and a man standing next to
me. The woman standing next to me is holding a sign in front of her.

4. Second reading (2 minutes)

(Read slow and pause one second at the marks)

Test takers hear:

Hi this is Hello Kitty, I have just returned //from my trip// to the United Nations// in New
York City.// I had so much fun.// My best friend// took a picture of me.// I will tell you about
it. //In this picture// I am standing in the center,// there is a woman //and a man// standing
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next to me.// The woman// standing next to me// is holding a sign// in front of her.//

4. Please point to the picture I spoke about. Good, now circle it with a pencil.
Section 2:
1.Show the test-taker the second picture
2.Say: Pleases move the Hello Kitty toy to the three locations I say.
3.When you have moved the toy, put an x in that spot, ok?
4.Read the prompts:
⚫ Please move Kitty on top of the sofa.
⚫ Please move Kitty in front of the sofa
⚫ Please move Kitty next to the sofa

5. Thank you for taking the test. Please return the picture and the toy.

Listening Test

Name:
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1. Look at the pictures for 20 seconds.

2. Listen to the teacher tell the story.
3. The teacher will read the story twice.
4. When the teacher is finished, point at the picture from the story.
5. Finally, circle the picture with a pencil.

Point to and circle the correct picture at the end of the story.
Test-taker sees

1. 2.

3. 4.

5. 6.

Section 2: Test-taker sees

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1. The teacher will tell you a place near the sofa to move Hello

Kitty in the picture.

2. Put the Hello Kitty toy on the place the teacher says and then

draw an x.
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Listening Evidence of Student Performance: (October 11,2021)

Section1:
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Section 2:
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Listening Scoring and Analysis of student performance

Section 1 Answer/Scoring Guide:

1. 2. 3.

4. 5. 6.

Scoring Guide
A= 5 points Picture 4 is selected, Kitty is in the center, woman and man are next
to her, and the woman is holding a sign in front
B= 4 Points Picture 6 is selected, Kitty is in the center, a woman and man are next
to her, and the man is holding a sign in front.
C= 3 Points Picture 2 is selected; Kitty is in the center and a woman and man are
standing next to her.
D= 2 Points Picture 3 is selected; Kitty is in the center and a woman is standing
next to her.
D- = 1 point Picture 1 is selected; Kitty is in the center.
Retest= No points Picture 5 is selected; kitty is on the bottom left of the picture alone.

Test-takers score= 5
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Section 2:

Answer guide/Scoring Guide

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Scoring guide:

1 point= Hello Kitty toy placed in correct location

0 points= Hello Kitty placed in incorrect location

Question 0 points 1 point Total

1.Please move Kitty on 1 1

top of the sofa.

2.Please move Kitty 1 1

in front of the sofa

Please move Kitty 1 1

next to the sofa

A= 3 B=2 C=1 Re-teach=0 Total = 3

Interpretation:

A= Test-taker can listen to instructions using prepositions and demonstrate comprehension

through actions.

B= Test-taker listens to instructions using prepositions and can understand some directions

C= Test-taker struggles to listen to and respond to directions that demonstrate an understanding

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of prepositional phrases.

Listening Test Evaluation:

The listening test was designed as a pure test with aim of isolating the listening skills of

the test-taker as much as possible. Based on Mia’s performance, and her perfect score on both

assessments, I can conclude that she can listen to directions/instructions that involve prepositions

and respond in a manner that does not require a verbal or written response. The test was designed

to utilize the test-takers funds of knowledge and background knowledge. Honoring the test-takers

native culture, customs, and language while administering the test was designed to intrinsically

motivate her to engage with the material and increase the assessments authenticity (use of culture).

The test-taker is young, and in the emergent stages of language learning, therefore, both

sections of the test were picture-cued. Beginner ELLs need an assessment that is as unambiguous

as possible, because listening is a receptive skill, beginner ELLs do not necessarily need to

produce a response that relies on literacy (reading or writing).This is a strength of the assessment

because picture-cue assessments are designed for students operating, “at the lower scale of

linguistic complexity” (Brown & Abeywickrama ,2019, p.141) and a physical demonstration

(finger pointing) is sufficient to establish content-related validity (Brown & Abeywickrama ,2019,

p.32).
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Section one used a multiple picture-cued selection that asked the test taker to listen to

the prompt and decern which of six photos contained all the information provided. Mia had no

trouble locating the correct image even though the questions were designed with distractors. As

per the professor, I later realized that this assessment did not account for Mia’s possibly “guessing

right” and selecting the correct choice. A second picture-cued test followed that required the test

taker to demonstrate that she understood the prepositions by physically moving a character around

a photo while listening to instructions.

I believe that the second section of the test demonstrated authenticity, Brown &

Abeywickrama ,(2019) state, “when you make a claim of authenticity in test task, you are saying

that this task is likely to be enacted in the real world”(p.39). Therefore, this second assessment

was valid in that it tested her listening skills based on her ability to physically respond to auditory

stimulus and follow directions (put Hello Kitty next to the sofa).

Upon reflection, the test did lack test administration reliability. The second assessment

used a photo of a sofa that clustered the positions of the three locations too close together (top,

on, next to). This could lead to the student placing the toy in similar areas on the photo, and the

administrator recording a misinterpreted score. In the future, I would use a color image with more

space and objects to gauge if the test-taker has listened to the prompt, interpreted the auditory

command properly, and then acted on it.

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Reading:

Assessment Procedure:

Section 1 =Approximately 2 Minutes

Warm up:

1.Welcome the test taker

2. Ask if the test taker can explain the difference between a Japanese living room and a Western

style living room.

3.Ask the test taker if she likes going to the playground

4.Ask the test taker what types of traditional Japanese foods she likes, now ask about what kinds

of Western food she likes.

Beginning the Assessment

Section 1: Approximately 10 minutes

1.Explain that there will be two parts to the test, in the first part we will read words on individual

cards one by one, out loud, and then point to the on a picture. The second portion will ask the test

taker to match a written word to picture and write the corresponding letter next to the word.

2. Lay the first picture card of the Japanese living room on the table.

3. Ask the test taker to look at the picture for 30 seconds.

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4. Tell the test taker you will hand her a Vocabulary card and ask her to read the word on

the card aloud and then point to the image the word represents.

5. Listen for pronunciation that does not interfere with meaning.

6. Repeat these steps for the second picture card of the playground.

Section 2: Approximately 10 minutes

1. Hand the test taker the paper with the food pictures and vocabulary matching activity.

2. Ask the test taker to match the word with the corresponding picture by writing the

picture letter next to the vocabulary word.

3. When the test taker has completed the task, ask for the paper back.

4. Thank the test taker for her time.

Teacher script

Warm up= 2 minutes

1. Greet the test taker- Hello how are you today?

2. Can you explain the difference between a Japanese living room and a Western style living

room?

3. Do you like going to the playground?

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4. What types of traditional Japanese food do you like?

5. What kinds of Western food do you like?

6. Great, we are going to do a reading test, ok?

7. We will do the test in two parts

8. In part one, I will give you a picture card and some cards with words on them for you to read

aloud. Read the word and then point to the picture of the word on the picture card. In part two

we will match words with pictures. Let’s start!

Section 1= 10 minutes

9. Give the student the picture card (Japanese room)

10. Please look at the picture card for 30 seconds.

11. Hand the Vocabulary cards one by one to the student.

12. Each time you hand over a card ask the student to read the card aloud and point to the image.

13. When completed collect the first picture card (Japanese room) and vocabulary cards. Hand

over the second picture card (playground)

14. Follow same procedure

Section 2=10 minutes

1. Please look at the pictures of the food for 10 seconds

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2. Now match the pictures with the words written underneath.

3. When student is finished, thank them, and collect the matching test.

Vocabulary cards to be given to the student:

Test taker sees= CUT OUT AND GIVE TO TEST TAKER

Section 1 Living room cards:

1.

Table

2.

Cabinet

3.

Vase
4.

Painting

Section 2: Playground

1.

Climbing
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2.

Swinging

3.

Talking
4.

Smiling
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Reading Test
Name:
Section 1
Directions:
1. The teacher will give you cards with words on them
2. Read the word aloud
3. Point at the picture that matches the word
Part 1
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Part 2
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Name:
Section 2:
Match the pictures to the words below:

A. B.

C. D.

E. F.

1.Raw Fish 2. Pizza

3.Rice Balls 4. French Fries
5.Fried Chicken 6. Noodles
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Listening Evidence of Student Performance: (October 11,2021)

Section 1.
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Section 2:
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Section 3:

Scoring and Analysis of student performance:

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Section 1

Part1

Part 2
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Scoring Guide

Section 1

Identification

Part 1 Japanese Living Room

Scoring

0- Points=Word read, and incorrect object selected

1- Point=Word read, and correct object selected (check box)

Word 0 Points 1 Point Total

Table X 1

Cabinet X 1

Vase X 0

Painting X 1

Total= 3

A=4

B=3

C=2

Re-teach= 0-1
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Phonetic Awareness Read Aloud

0- Points=Word not articulated

2- Points=Word read correctly

Read Aloud

Word 0 Points 1 Point Total

Table X 1

Cabinet X 1

Vase X 1

Painting X 1

Total=4

A=4

B=3

C=2

Re-teach= 0-1

Part 2 Playground

Scoring

0 points=Incorrect object selected

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1 point= Correct object selected

Word 0 Points 1 Point Total

Climbing X 1

Swinging X 1

Talking X 1

Smiling X 1

Total=4

A=4

B=3

C=2

Re-teach= 0-1

Phonetic Awareness Read Aloud

0 Points=Word not articulated

1 Point=Word read correctly

Read Aloud

Word 0 Points 1 Point Total

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Climbing x 1

Talking x 1

Swinging x 1

Smiling x 1

Total=4

A=4

B=3

C=2

Retake= 0-1

Interpretation

A Test taker can read all words and identify them in the picture

B Test taker can read some words and identify them in the picture

C Test taker struggles to make the connection between printed word and image

in picture

Retake Student cannot read the word or identify the corresponding image.

Read Aloud

A Test taker can read all words aloud

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B Test taker can read some words aloud

C Test taker struggles to read the printed word aloud

Re- Student cannot read the words aloud.

teach
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Section 2

Section 2:

Match the pictures to the words below:

A. B.

C. D.

E. F.

1.Raw Fish B 2. Pizza D

3.Rice Balls E 4. French Fries A

5.Fried Chicken F 6. Noodles C

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Points

1=Correct answer

0= Incorrect answer

Word Incorrect =0 Correct=1 Total

1.Raw Fish x 1

2.Pizza x 1

3.Rice Balls x 1

4.French Fries x 1

5.Fried Chicken x 1

6.Noodles x 1

Total=6

A=6

B=4

C=2

Re-Teach=0-1

Interpretation:

A Test taker responds correctly and matches all printed words with correct image.

B Test taker responds correctly to some printed words with correct image.
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C Test taker struggles to responds correctly and match printed words with correct

image.

Re- Test taker cannot match words and images together correctly.

teach

Reading Test Evaluation:

Except for the word vase, Mia could clearly link what was read in both portions of

the first sections to the target images. She could articulate all words in section one and

two clearly so that a listener could discern her meaning. Overall, this assessment did a

good job of measuring Mia’s reading ability. All activities measured exactly what they

were designed to (valid) measure. This test also had face validity, Mia has seen similar

types of tests before. In our last test we followed a similar picture-cued format, Brown &

Abeywickrama (2009) state, “formats that are expected and well-constructed with

familiar tasks” (p.39), do meet the criteria for face validity.

Accent and pronunciation did not detract from the meaning of read words.
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Objective scoring of all three assessments were designed to facilitate an emergent reader’s

level. Picture-cued items were used to aid the learner in connecting the written words to

the objects and actions they described (furniture, playground activities, food).

Additionally, matching was used in the second section to facilitate Mia’s lower reading

level. Brown & Abeywickrama (2009) state, “formats, some of which are especially useful

at the low levels of reading, include same/different, circle the answer, true/false, choose

the letter, and matching” (p.201). Validity was maintained by designing tasks at the level

of an emergent bilingual.

Finally, the read out loud portion of the assessment was designed to further test

Mia’s literacy skills. This portion of the assessment was designed to see how Mia

comprehends, “separate letters, words, and/or short sentences” (Brown & Abeywickrama,

2009, p201). This was also not a speaking test so when listening to Mia’s responses “any

recognizable oral approximation of the target response is considered correct” (Brown &

Abeywickrama, 2009, p201). Ultimately, reading is one of the four skills that is difficult

to assess when considering the innerworkings of the ELL’s mind. Silent reading at Mia’s

stage of literacy development, does not aid my assessment of her reading abilities on a

phonetic level.

In the future I would like to design an assessment that focuses more on top-down
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processes of reading. One weakness I found is that the assessment relied on rudimentary

lower-level bottom-up processing. I did try to start the assessment with questions that

would stimulate Mia’s background knowledge and cultural awareness; however, there was

no clear way of assessing reading comprehension from the perspective of comprehension

strategies (theme, authors purpose, connections, and message of a reading).

Speaking:
Assessment Procedure:
Section 1 =Approximately 3 Minutes
Welcome the test taker:
1. Hi, how are you?
2. What is your name?
3. Your name is (name) correct?
4. (name) how old are you?
5. Great, (name) let’s begin our speaking test, ok?

Section 2= Approximately 10 Minutes

1. Give the test taker the maze.

2. Ask: Do you know this character?
3. Ask: Can you teach me what it says on the maze in Japanese?
4. Small talk on language similarities and differences in the student’s translation
5. Next, explain that Oshiri Tan Tei needs to reach the goal. Then explain that you will put
your finger at start, and you want her to guide you to the goal.
6. Getting to the goal on the first attempt is not the main objective, we want the test taker to
tell us how to move around the maze to different characters using previously taught: phrasal
verb go +, go straight, go back. Directions must be given such as turn right, turn left, keep
going, and stop.
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7. Collect the maze and score the test taker on how well directions were explained.

Section 3= Approximately 10 Minutes

1. Give the test taker the picture-cue

2. Ask the test taker if they know who the characters are in the picture.
3. Explain that you will ask a series of questions about the picture.
4. Ask the test taker the questions from the assessor’s sheet.
5. Ask the test taker to return the picture-cue when done.
6. Thank the test taker for their time and announce the conclusion of the test.

Teachers Test Script:

Section 1 = 3 Minutes

Welcome:
Test-takers hear:
1. Hi, how are you?
2. What is your name?
3. Your name is (name) correct?
4. (name) how old are you?
5. Great, (name) let’s begin our speaking test, ok?
6. There will be two parts:
a maze, and a picture.

Section 2 = 10 Minutes
Say: Here is the first part.

1. Give the test taker the maze.

Test-takers hear:
2. Do you know this character?
3. Can you teach me what it says on the maze in Japanese?
4. Small talk on language similarities and differences in the student’s translation
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5. Ask: Please complete the maze on your own.

6. Put finger on start and ask the test taker to guide you to the goal.
7. When finished, ask for the test taker to return the maze.

Section 3 = 10 Minutes
Say: Here is the second part of the test.
Here is a picture card
Test-takers hear:
1. Let’s do the second part of the test.
2. I will ask you some questions about this picture, ok?
3. Test administrator points to Doraemon and Nobita. Who are the characters in this
picture?
4. Test administrator points to the desk. What is this?
5. Test administrator points to the trash can. What is this?
6. Test administrator points to the bookshelf. What is this?
7. Test administrator points to the chair. What is this?
8. Test administrator points to the books on the desk. What are these?
9. Test administrator points to the pillows on the floor. What are these?
10. Test administrator points to the books on the desk. How many books are there?
11. Test administrator points to the pillows on the floor. How many pillows are there?
12. Test administrator points to the desk. Is this a book?
13. Test administrator points to the chair. Is this a bookshelf?
14. Test administrator points to Doraemon and Nobita. Where are they sitting?
15. Test administrator points to Doraemon and Nobita. Are they talking?
16. Test administrator points to Doraemon. Can you describe Doraemon?

The test is now completed, you did great! May I have the picture card please?
 50

Speaking Test

Name:
Part 1: Tell the teacher how to reach the goal:
 51

Speaking Test

Name:

Part 2
Tell the teacher what you see:
 52

Evidence of student performance: (October 14, 2021)

Section 1
 53

Test in progress/Transcript:

(Evidence of assessment/photo permission granted by parent)

54
55
 56

Section 2
57
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Scoring and Analysis of student performance:

Part 1: Directions assessment (Check the boxes )

Criteria Description 0 1 2 Total
Grammar Correct form: Silence or Mostly Acceptable 1
Go straight, go incorrect correct Form
back, turn left, form form
turn right, stop
Vocabulary Correct words: Silence or Mostly Acceptable 1
Go Left incorrect correct Form
Straight form form
Right
Stop Back
Comprehension Understands Silence or Mostly Acceptable 2
what is asked incorrect correct Form
and can produce form form
an oral
response.
Fluency Clear unbroken Silence or Mostly Acceptable 2
speech with no incorrect correct Form
pausing or form form
hesitation.
Pronunciation Reduced accent, Silence or Mostly Acceptable 2
can understand incorrect correct Form
each word form form
spoken.
Task Completed the Silence or Mostly Acceptable 2
objectives and incorrect correct Form
gave successful form form
directions.
A=12-10 C=8-5 Total= 10
B= 9-7 Below 4= Re-take
Score Interpretation: Part 1
A=12-10= Acceptable form throughout. Student can orally produce language that
provides listener with clear, correct, directions.
B= 9-7 = Mostly correct form throughout. Student can be understood with some effort
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in orally producing directions, the listener gets the gist of what the test taker means.
C=8-5= Somewhat correct form throughout. Student can, with difficulty, and reduced
fluency articulate a vague description of how to reach the objective. Directions are not
completely clear.
Re-take= Complete silence from test taker or directions provided that are not
intelligible.

Part 2: Picture assessment:

Give 2 points if correct answer given
1 point if partially correct answer is given
0 if incorrect answer is given
Questions
Points
1. Test administrator points to Doraemon and Nobita. Who are the 2
characters in this picture?

2. Test administrator points to the desk. What is this? 1

3. Test administrator points to the trash can. What is this? 2

4. Test administrator points to the bookshelf. What is this? 0
5. Test administrator points to the chair. What is this? 2
6.Test administrator points to the books on the desk. What are 2
these?
7. Test administrator points to the pillows on the floor. What are 1
these?

8. Test administrator points to the books on the desk. How many 2

books are there?

9. Test administrator points to the pillows on the floor. How many 2

pillows are there?
10.Test administrator points to the desk. Is this a book? 2
11.Test administrator points to the chair. Is this a bookshelf? 2
12. Test administrator points to Doraemon and Nobita. Where are 1
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they sitting?
13. Test administrator points to Doraemon and Nobita. Are they 2
talking?
14. Test administrator points to Doraemon and Nobita. Can you 1
describe Doraemon

Total=22
A=30-24 B= 23-17 C=16-11 Below 11= Re-take

Score Interpretation: Part 2

A=30-24=Correct answer is given to almost all questions. Student can orally express
meaning of nouns, negative responses, numbers, and location (Brown & Abeywickrama
2019) test taker will demonstrate understanding by answering the administrators
prompts correctly.

B= 23-17= Correct answer is given to most of the questions with others partially correct.
Student can orally express some meaning of nouns, negative responses, numbers, and
location (Brown & Abeywickrama 2019) test taker may need to review vocabulary.

C=16-11= Partially correct answer is given to most of the questions with others correct.
Student can orally express some nouns, negative responses, numbers, and location
(Brown & Abeywickrama 2019) test taker needs to review target vocabulary.

Below 11= Re-take= Most answers are incorrect; student does not grasp and cannot
orally produce target language.

Speaking Test Evaluation:

As with the previous assessments, both sections used picture-cued prompts to illicit

speech. Again, given Mia’s age, language level, and exposure to English, a major strength of this

assessment is the use of picture-cued items. Brown & Abeywickrama (2019) define picture-cued
 61

items as, “test questions in which a visual stimulus serves to prompt a response or in which a test-

taker chooses among visuals, a response that correctly matches a spoken word or written prompt”

(p.340). However, I was not able to completely isolate speaking to create a pure test, Mia had to

rely on her ability to listen to and comprehend my instructions in responding to the questions

aided by the visual stimulus.

In the first section, I asked Mia to provide directions to help navigate a maze. The

professor suggested that I have her do the maze first and then have her explain the directions in

English. The advice proved to be a great strategy because the maze did end up being too difficult.

This was also pointed out by the professor, but I have used this maze before with my daughter

(same age and English level) and it seemed to be no problem. Upon further consideration, this

was an assessment and not a casual interaction with a maze. Therefore, the maze did prove to be

too difficult for Mia to navigate in her L1 and L2. Eventually we did complete the task, but it

lacked test reliability and construct/face validity (Brown & Abeywickrama, 2019). In the future I

should use a maze with a simpler construction. Oxford (2019) states, “if an instrument is applied

to an age group for which it was not intended, validity needs to be rechecked” (p.164). Although

the task was designed to measure speaking, the difficulty level of the maze was not suitable for

Mia’s age group.

The picture-cued elicitation of nouns, negative responses, numbers, and location

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(Brown & Abeywickrama, 2019) proved to be slightly challenging for Mia. She made a few errors

based on low register but could understand the questions asked and respond appropriately. For

example, she called the floor the ground, the desk a table, and the pillows mats. Additionally, she

had trouble describing the actions of the characters in the final questions and had no knowledge

of the word bookcase.

In the future I will pre-teach vocabulary/ assess vocabulary through a probe or level

check before assuming the test subject has a sufficient register. I will also design the test to allow

for multiple correct answers (ground and floor both acceptable) unless I am assessing specific

target vocabulary.

Writing

Assessment Procedure:
Approximately 5 Minutes
Warm up:
Greet the test taker
1. Ask test-takers name
2. Ask: Do you like to write?
3. Ask: Can you tell me how you write in Japanese?
4. Ask: Can you tell me how you write in English?
5. Ask: What do you like writing about in English?
6. Ask: What do you like about writing?
7. Signal that the test will begin and there will be three sections,

Section 1: Handwriting and punctuation sample (No time limit)

1. Give the test taker the first sheet with the sentence rewriting task.
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2. Explain that she must recopy the sentences and correct the mistakes.
3. Tell the test taker to take her time and when she is finished writing she may return the sheet.
4. Each sentence has the same two mistakes that must be fixed.

Section 2: Picture-Cued Task (No time limit)

1. Give the test-taker the second sheet with three pictures on it.
2. Write a sentence about what is happening in the picture.
3. When she is done writing she may return the test.

Section 3: Simple Form/Questionnaire (No time limit)

1. Give the test taker the final sheet.
2. Ask her to fill in the form and take her time
3. When she is done, she may return the sheet.
4. Thank her for her time and inform her that you will return the writing test to her soon.

Teacher script

Warm up= 5 minutes

15. Greet the test taker- Hello how are you today?
16. What is your name?
17. (name) do you like to write?
18. (name) can you tell me how you write in Japanese?
19. (name) can you tell me how you write in English?
20. (name) which language do you like to write in more?
21. Ok, (name) the test will begin and there will be three sections,
22. First, I will ask you to fix three sentences, next, I will ask you to write about three
pictures, finally, I will ask you to answer some questions on a form. You have as much
time as you need for all three sections, ok?
Administer section 1:
1. Give the test-taker the first sheet.
2. Read the instructions out loud to her.
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3. Read each sentence once out loud and once together.

4. Remind her to take her time and hand in the sheet when finished

Test taker sees:

1. the dog runs fast
2. the dog barks loudly
3. the dog is my friend

Administer section 2:
1. Give the test-taker the sheet.
2. Explain: You will look at three pictures. Under each picture, write what the person or
character is doing. You have as much time as you need to complete.
3. Ask for the sheet back when the test-taker is finished
Administer section 3:
1. Ask the test-taker to complete the form.
2. Read each question out loud.
3. Inform the test-taker that she has as much time as she needs to complete the test.
4. Ask her to return the test and thank her for her time.
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Writing Test
Test -taker sees
Name:

Each sentence has the same two punctuation mistakes. Please rewrite the sentence and fix the
mistakes.

1. the dog runs

2. the dog barks

3. the dog is my friend

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Writing Test

Test -taker sees

Section 2:

1. What is the woman doing in this picture?

2. What is Kabal doing in this picture?

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3. What is Anpanman doing in this picture?

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Writing Test

Test -taker sees:

Section 3:

Please write your answer next to the question on the form:

What is your name?

What country are you

from?

What is your favorite

color?

What is your favorite

animal?

What is your favorite

food?
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How old are you?

What is your favorite

book?
 70

Evidence of student performance:

Section 1
 71

Section 2
72
 73

Section 3
74
75
76
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Scoring and Analysis of student performance:

Section 1

Scoring=

2 points= Sentence begins with a capital letter and ends with a

period.

1 point= Sentence either begins with a capital letter or ends with a

period.

0 points=Sentence opens with no capital letter and ends with no

period.

Correct Form

Sentence 0 Points 1 Point 2 Points

The dog runs. 1

The dog barks. 1

The dog is my friend. 1

A=5- 6 Points

B= 3-4 Points

C=1-2 Points

Re-teach= 0 Points
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Interpretation:

A= Test-taker understands that simple sentences begin with a

capital letter and end with a period.

B= Test-taker understands that simple sentences must contain at

least a capital letter or a period.

C= Test-taker understands that a capital letter or a period belong in

a simple sentence in some cases.

Re-teach= Test-taker does not understand that simple sentences

begin with capital letters and end with periods.

Section 2:

Test -taker sees

Section 2:

1.What is the woman doing in this picture?

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The woman is running.

2.What is Kabal doing in this picture?

Kabal (or a character)is eating

3.What is Anpanman doing in this picture?

Anpanman(or a character) is flying.

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Scoring=

2 points = Present progressive tense used in a simple sentence.

1 point= Wrong tense/subject verb agreement used or sentence has

meaning related to the image.

0 points= Nothing written or incomplete sentence.

Correct form 0 Points 1 Point 2 Points

The woman is running. 1

Kabal(or a character) is eating. 1

Anpanman(or a character) is 1

flying.

A=5- 6 Points B= 3-4 Points C=1-2 Points Total=3

Re-teach= 0 Points

Interpretation:

A= Test-taker can write in the present progressive tense when

describing the picture.

B= Test-taker understands how to use the present progressive tense

in some cases when describing the picture.

C= Test-taker writes most sentences in the wrong tense but

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understands how to describe the picture through writing.

Re-Teach= Test-taker cannot write any type of sentence or cannot

produce writing that describes the picture cue.

Section 3:

Please write your answer next to the question on the form:

What is your name? Correct name written sentence form=1

What country are Country name written sentence form=1

you from?

What is your Color name written sentence form=1

favorite color?

What is your Animal name written sentence form=1

favorite animal?

What is your Food name written sentence form=1

favorite food?

How old are you? Age written sentence form=1

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What is your Book title written sentence form=1

favorite book?

A=6-7 B=4-5 C=2-3 Re-teach= 0-1 Total=

Scoring =

1 Point= Correct answer written.

0 Points= No answer or incorrect answer written.

Interpretation:

A= Test-taker can answer almost all writing prompts with the

correct written response.

B= Test-taker can produce written responses that correctly answer

most of what she is trying to express.

C= Test-taker struggles to provide a written response that answers

the prompt.

Re-Teach= Test-taker cannot respond to the prompts in writing.

Phonetic awareness and lexical ability should be reassessed.

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Writing Test Evaluation:

In keeping with the general theme of the past three assessments, picture-cued tasks were

used to maintain face validity and provide assessments that speak to Mia’s literacy level. The third

section of the writing assessment relied on Mia’s reading ability. In assessing writing, Brown &

Abeywickrama (2019) state, “the assessment of writing implies by definition the assessment of

reading as well” (p.228). Brown & Abeywickrama (2019), further state, “the testing of writing

ability is very difficult to isolate” (p.228). Therefore, I tried to minimize the amount of reading

involved in the assessment to isolate Mia’s writing abilities through picture-cued tasks in the first

two sections.

The picture-cued assessment did a good job in providing feedback as to Mia’s ability to

respond in writing to non-verbal stimulus (Brown & Abeywickrama,2019). I wanted to see if she

could express her thoughts on an image by writing a complete sentence using the correct verb

tense. As per the professor, looking closer at the ability to construct full sentences in different

examples, would provide a clearer picture of Mia’s writing ability.

One major issue I had with the assessment (that I did not discover until after), was its

lack of design in testing spelling. Mia did a great job in producing sentences that closely followed

the rules of syntax, and even self-corrected at one point in the first section. She actively realized

that she forgot to add a period to her sentences and went back to correct them.
 84

There was a great deal of invented spelling which I expected at her stage in literacy

development (Helman,2016); however, I should have built in an assessment to gauge her spelling

levels. Helman (2016) states, “in spelling, an analysis of spelling errors help teachers know

students zone of proximal development, and from what word study students will benefit” (p.2462).

I can infer from these assessment results that her grasp of sentence structure and subject verb

agreement are good; however, in the future, I need to focus on her spelling to help her expand her

writing fluency.
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Conclusion

As language teachers we should always be assessing our students through formal and

informal measures (Brown & Abeywickrama, 2019). Furthermore, assessments are an intricate

tool in providing ELLs with the feedback they need to improve and advance in their literacy

development. This language assignment demonstrated the deeper connection that exists between

literacy and material development. Most importantly, developing these tasks has demonstrated

just how closely all four skills (reading, writing, speaking, and listening) are related to each other.

Ideally, a pure test, or a test that isolates the skill being assessed, should be developed

to provide a valid understanding of how well a skill has been mastered. This literacy assessment

proved that considering objectivity/subjectivity, construction of appropriate materials, and

knowledge of the ELLs level beforehand are all important factors in developing meaningful tests.

Brown & Abeywickrama (2019) state, “your first task in designing a test, then, is to determine

the ability or abilities that you want students to demonstrate” (p.62). A major takeaway from this

experience was that constructing a valid test that measures exactly what it is designed to measure,

can be challenging, especially when one is attempting it for the first time.

In closing, validity is the most important factor in assessing ELL’s competence, Popham

(2010) states, “without validity, educational testing would have no point, no purpose, and no

legitimate application” (p.289). Therefore, in the case of Mia, I did what I could to ensure a
 86

targeted, well-designed assessment was constructed to ensure validity and reliability. Ultimately,

I learned that interference from outside variables, measuring the wrong skills, and ambiguity, can

cause unforeseen issues with a test. A valid assessment must be clear, direct, and explicit in its

dimensions and scope.

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References
American Council on the Teaching of Foreign Languages (ACTFL)
standards: https://www.actfl.org/sites/default/files/news/AligningCCSSLanguageStandar
ds.pdf (Links to an external site.).

Brown, D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom
practices (3rd ed.). Pearson Education.

Helman, L. (Ed.). (2016). Literacy development with English learners: Research-based

instruction in grades K-6 (2nd ed.). The Guilford Press.

NCSSFL-ACTFL CAN-DO STATEMENT PROFICIENCY BENCHMARKS

https://www.actfl.org/sites/default/files/can-dos/Novice%20Can-Do_Statements.pdf

Popham, W. J. (2018). Assessment literacy for educators in a hurry. ASCD.