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The assessment consists of four tests, one for each language domain: Listening, Reading, Speaking, and Writing. Student proficiency level scores range from 1.0 (Entering) to 6.0 (Reaching). Scores can be used to monitor student progress, make instructional choices, and determine whether students should be exited from English language services.
Students in grades 3-8 are assessed in English language arts skills and mathematics. Students in grades 4 and 8 are also assessed in skills relating to natural science, including the field of data interpretation and analysis. Since 2013, high school students have taken the Keystone Exam in place of the PSSA for their standardized testing. [1]
However "LEP (Limited English Proficiency) students may be allowed to use a word translation finder style dictionary or word-to-word dictionary from first language to English language. Dictionaries that include pictures or word definitions are not allowed." Arizona: Arizona Department of Education: Arizona's Instrument to Measure Standards
Paper 2. Reading and Writing (40 minutes) The Reading and Writing paper has seven sections and 50 questions in total. Each part begins with one or two examples. Children must spell their answers correctly in all parts of the test. Part 1 has 15 words and 10 definitions. Children write the correct word next to each definition.
Reading, listening, speaking and writing of the English language. Purpose: To assess the English language proficiency of non-native English speakers. Year started: 1985; 40 years ago () Duration: Level 1: 100 minutes Level 2: 90 minutes Level 3: 80 minutes Level 4: 60 minutes Level 5: 55 minutes: Score validity: 2 years: Languages: English: Website
Parts 1, 2, and 4 could be translated or adapted to the students native language for students with no or a low level of English proficiency. Part 4 for requires an Intermediate level of English proficiency. Parts 5 and 6 test auditory abilities but do not require English proficiency, beyond the comprehension of the directions to each part.
Students were less proficient than they appeared because they were able "to converse on a few every day, frequently discussed subjects" but often lacked proficiency in academic language. [2] Carolyn Edelsky was an early critic of the BICS/CALP distinction, arguing that academic language is measured inaccurately by relying on "test-wiseness". [ 2 ]
In part, ACTFL's definition of proficiency is derived from mandates issued by the U.S. government, declaring that a limited English proficient student is one who comes from a non-English background and "who has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such an ...
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