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ACCESS For Ells Test Paper

489 Words2 Pages

The ACCESS for ELLs test stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners and was developed by the Wisconsin Department of Public Instruction (WIDA). This large-scale test assesses K-12 students identified as English language learners (ELLs). It addresses the English language development standards that follow WIDA Consortium approach to instructing and testing ELLs. This test is given annually and monitors student’s progress in acquiring English academics. The purpose of this test is to help teachers, students, and families understand the student’s current level of English language proficiency, their progress and development, and to enhance instruction that best fits the student’s needs. …show more content…

The standards specify performance indicators for each content area with each of the four language domain; listening, speaking, reading, and writing. The online test is adaptive and adjusts questions based on the performance of the listening and reading portion. Paper testing is adjusted using a tier placement protocol. The tiers are a solution to make the test appropriate and overlap between grade levels to get an accurate picture of the student’s real advancement from year to year. A student should be placed in a tier that best matches their proficiency level according to the student’s teachers and

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The WIDA ELD standards address the needs of current ELL students at South Fork Elementary. These standards are designed to support the language development of students who are learning English as an additional language, providing them with the necessary language skills to succeed academically. The WIDA ELD standards focus on various aspects of language development, including listening, speaking, reading, and writing, and they provide educators with a framework for assessing and supporting students' language proficiency levels. By implementing the WIDA ELD standards, educators can ensure that ELL students receive targeted instruction that meets their specific language needs, helping them achieve academic success and fully participate in classroom

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Public schools may shy away from welcoming students who can speak or understand little to no English. The reason for this indifference is, because of the No Child Left Behind Act, after one year of enrollment all students must take the required standardized tests. These students include ELL’s. If the teachers do not prepare the students to perform well on the test, then in turn, the school is put at risk of failing (Rance-Roney, 33). Rance-Roney thinks that schools and teachers should embrace these students and try to dispel the myths

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Scholars agree that when designing assessments there must be input from those that are linguistically and culturally knowledgeable. Assessments should be multifaceted and tailored to meet the needs of the individual student, not a test that is given one way and only one way. The U. S Department of Education itself reviewed the assessment and concluded that they needed to better accommodate students with disabilities and English language learners. ("CARE-ED", 2015) When testing EL’s, the assessment should take into consideration the proficiency levels of the students and distinguish between whether it’s testing content or proficiency. English learners should be assessed at the proficiency level that they are at or tested in the language they are more proficient

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