Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools

Autor/in	Gonzalves, Lisa
Titel	Placement, Progress, and Promotion: ESL Assessment in California's Adult Schools
Quelle	In: CATESOL Journal, 29 (2017) 2, S.163-184 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Adult Education; Student Placement; English (Second Language); Second Language Instruction; Student Evaluation; Action Research; Adult Educators; Evaluation Methods; Language Proficiency; Educational Needs; Standards; Standardized Tests; Alignment (Education); School Policy; Literacy Education; Semi Structured Interviews; Student Promotion; Language Skills; Language Tests; California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülerpraktikum; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schulnote; Studentische Bewertung; Projektforschung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Language skill; Language skills; Sprachkompetenz; Educational need; Bildungsbedarf; Standard; Standadised tests; Standardisierter Test; Schulpolitik; Support of studies; Studienförderung; Language test; Sprachtest; Kalifornien
Abstract	In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students then take these same state-approved tests throughout the academic year to demonstrate progress. As these tests assess only listening and reading skills, schools may use their own internally developed assessments to more accurately place students and subsequently to determine level promotion. Engaged in participatory action research, the researcher interviewed adult school staff to document their varying assessment policies and procedures of adult ESL learners, highlighting the agency-created assessments that provide critical information of students' language proficiencies and achievements. This study underscores the discrepancies between the state's policies and actual pedagogical needs, and it proposes ways to reconstruct how ESL assessment is conducted, such as making available a wider, more comprehensive base of assessments for schools to use, and proposing an updated, common set of standards for use statewide. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01