During my educational growth as a teacher with Professor Moody, I was able to

demonstrate understanding of assessment issues as they affect ELLs, such as accountability,

bias, special education testing, language proficiency, and accommodations in formal testing

situations. I had the opportunity to analyze the NYSESLAT assessment that all English

Language Learners are given. Through this analysis I was able to understand the different

purposes of assessment and that assessment must be fair, valid, reliable, and easy to

administer. It is important for teacher to be able to understand how and why to implement

authentic or performance-based assessment and the difference between formative and

summative assessment.

Many educators are unaware of the issues and biases regarding English Language

Learners that stem from high-stakes testing. While analyzing the NYSESLAT and comparing it

to New York English Language Arts State Assessment it was clear that language is a factor in

the bias of the testing. In the NYSESLAT 7th and 8th grade writing section of the test focuses on

the students ability to comprehend a passage and answer a question based on the reading as

well as providing their prior knowledge. On the 2016 7-8th grade NYSESLAT exam, the passage

was about electricity. The students task was to write a well developed to the question, on the

lines below, tell how people use electricity. Remember to user information from the passage and

your own ideas to support your answer. When a teacher is scoring she is looking for complexity

of language, quality of language, coherence of response, degree of response and mechanics.

For the most part the NYSESLAT accurately predicts the success of ELLs in mainstream

classrooms. The exam tests content concepts and language ability mainly in reading

comprehension and writing which are basic skills required to learn the English language.

NYSESLAT data can help teachers develop units and appropriate classroom environments that

support ELLs, differentiate their instruction through small group, guided instruction, and create
assignments to their level. Such as providing students with more grammar lessons (verb tense,

sentence structure, etc.) or build vocabulary.

My findings shows that the NYSESLAT accurately predicts the success of ELLs in

mainstream. Multiple assessments of language and academic development should be given

over a period of time through both formal and informal assessments. Students who cannot read

and write proficiently in English cannot participate fully in schools, work places or society.

Inadequate English skills in reading, writing, or speaking affects students potential for economic

competitiveness, growth, and quality of life. The NYSESLAT can accurately predict when ELLs

are ready to be mainstreamed into a content class. Once mainstreamed, we should focus on

our students strengths by giving them opportunities to demonstrate ability, skill, and knowledge

through the way that is best suitable for them.