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Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of
standards-based language proficiency instruments to show language growth and to inform their
instruction. They demonstrate understanding of their uses for identification, placement, and
reclassification of ELLs. Candidates are familiar with national and state requirements, procedures, and
instruments for ELL identification, reclassification, and exit from language support programs. They use
criterion- and norm-referenced language proficiency instruments effectively and appropriately. They design
assessments that measure students discrete and integrated language skills and their ability to use social and
academic language in a range of contexts. They use formal and informal test results to inform their
instruction. They teach effective test-taking strategies.
My artifacts, which directly relate to standard 4b as an assessment designed to measure students discrete and
integrated language skills as well as students ability to use social and academic language in a range of context, are
objective language test I helped create and a series of mini-lessons on test-taking strategies for my students.
The objective language test were created and used as a placement test for international college students with the
International Program department of Lehman College. I was working both as a College Assistant and ESL Instructor for
Lehman College International Program, as detailed on my resume. Working closely with the program director, I often
coordinated programs while creating, proctoring, grading and placing adult ESL students.
My help in creating the exam and the use of various instruments demonstrate my mastery of this standard. The
exam was meant to be comprehensive, including an open-ended writing based on a picture, prompt directed writing, fillin-the-blank and multiple-choice grammar questions. The picture prompt allows testers to write a story about the image,
which gives students freedom in writing to assess their English ability. The prompt writing offers choice as well but it
centered on a topic such as describe your ideal place for vacation. This is also test background knowledge and
vocabulary, as the second tier in assessment. The last part on grammar, instructs students to attempt each option and
select the best sounding one. This is the higher level but uses multiple-choice and test formal instruction or native-like
fluidity. There is a separate speaking assessment given to students 1-on-1, which uses a comic strip to prompt students to
retell an appropriate story. The second part is to test students conversational speaking for listening, and the rubric
includes tiered prompts for higher level students. Finally, there are seven ESL levels for class placement and completing
the full program allows students to register to take credit-bearing courses at Lehman College.
Therefore, my artifact includes designing assessments for classification, as related to the standard. Students
language skills and abilities are tested and I would also choose the proper level courses to permit registration. I also
recognized trends such as international students having higher grammar, reading and writing skills while residents with a
longer experience here, had higher speaking and listening skills. Furthermore, when I taught a basic conversational
course and an advanced academic writing hybrid one, I was able to inform my instruction based of my understanding of
students levels, needs and ability.
The second artifact that I chose to present my knowledge of proficiency instruments are NYS Regents study
guides that I helped create for GEAR-UP students, while I was working at the Bronx Institute. Our organization created,
illustrated guides for the NYS Regents exams required for graduation. The students we were working on had not
graduated in time and are consider holdovers or super-seniors. Many of them are missing credits or a passing score on
a required criterion-referenced exam to graduate. The students I serviced from different Bronx high schools particularly,

failed certain Regents several times and are very inhibited about them. Therefore, these guides do breakdown the
material, are sympathetic towards students feeling about Regents and discusses studying strategies. While, this isnt for
ESL students specifically, a lot of the strategies suggested for document-based questions in the history Regents, are
useful scaffolds and modifications for any student.