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Assessing English Language Proficiency A Training Module
Assessing English Language Proficiency A Training Module
Workshop Focus
Workshop Focus
Assessment is addressed by Standard VI of the English as a Second
Assessment is addressed by Standard VI of the English as a Second
Assessment is also Competency 007 on the TExES for ESL Certification
Assessment is also Competency 007 on the TExES for ESL Certification
How English Proficient Are you
How English Proficient Are you
Language and Language Proficiency Defined
Language and Language Proficiency Defined
Sociolinguistic Variables Social domains Registers Dialect Knowledge
Sociolinguistic Variables Social domains Registers Dialect Knowledge
Stages of Language Learning
Stages of Language Learning
More Than Meets the Eye
More Than Meets the Eye
Texas Education Agency Requirements
Texas Education Agency Requirements
Home Language Survey
Home Language Survey
Oral Language Proficiency Test
Oral Language Proficiency Test
Norm Referenced Test
Norm Referenced Test
Texas Education Agency Requirements
Texas Education Agency Requirements
Federal (NCLB) Requirements
Federal (NCLB) Requirements
TOP  Texas Observation Protocols (READING - Grades K  2)
TOP Texas Observation Protocols (READING - Grades K 2)
TOP Proficiency Level Descriptors Grades K-1 Reading
TOP Proficiency Level Descriptors Grades K-1 Reading
TOP Proficiency Level Descriptors Grade 2 Reading
TOP Proficiency Level Descriptors Grade 2 Reading
RPTE  Reading Proficiency Tests in English
RPTE Reading Proficiency Tests in English
RPTE  Reading Proficiency Tests in English EXEMPTIONS
RPTE Reading Proficiency Tests in English EXEMPTIONS
TOP  Texas Observation Protocols (WRITING -- Grades K  12)
TOP Texas Observation Protocols (WRITING -- Grades K 12)
TOP Proficiency Level Descriptors Grades K-1 Writing
TOP Proficiency Level Descriptors Grades K-1 Writing
TOP Proficiency Level Descriptors Grades 2-12 Writing
TOP Proficiency Level Descriptors Grades 2-12 Writing
Grade 4 Writing Example
Grade 4 Writing Example
Grade 8 Writing Example
Grade 8 Writing Example
GRADE 4 Writing Example (High Level)
GRADE 4 Writing Example (High Level)
Other ideas for assessing writing:
Other ideas for assessing writing:
Content Area Examples  Science
Content Area Examples Science
Content Area Examples  Social Studies
Content Area Examples Social Studies
Describe the characteristics of the party system in the U.S
Describe the characteristics of the party system in the U.S
Content Area Examples  Language Arts
Content Area Examples Language Arts
USING PICTURES AS A STIMULUS
USING PICTURES AS A STIMULUS
Content Area Examples  Math
Content Area Examples Math
TOP  Texas Observation Protocols (LISTENING -- Grades K  12)
TOP Texas Observation Protocols (LISTENING -- Grades K 12)
TOP Proficiency Level Descriptors Grade K-12 Listening
TOP Proficiency Level Descriptors Grade K-12 Listening
TOP  Texas Observation Protocols (SPEAKING -- Grades K  12)
TOP Texas Observation Protocols (SPEAKING -- Grades K 12)
TOP PROFICIENCY Level Descriptions Grades K-12 Speaking
TOP PROFICIENCY Level Descriptions Grades K-12 Speaking
FORM for Documenting Listening and Speaking Activities
FORM for Documenting Listening and Speaking Activities
FORM for Documenting Reading and Writing Activities
FORM for Documenting Reading and Writing Activities
FORM for Capturing Proficiency in Communications Skills
FORM for Capturing Proficiency in Communications Skills
More To Assessing Language Proficiency Than Meets the Eye
More To Assessing Language Proficiency Than Meets the Eye
One-shot Snapshots May not Capture True Capabilities
One-shot Snapshots May not Capture True Capabilities
Recommending a Student for Exit
Recommending a Student for Exit
Recommending a Student for Exit
Recommending a Student for Exit
Getting Started
Getting Started
1. The bandage was wound around the wound
1. The bandage was wound around the wound
Reasons Why the English Language is Hard to Learn (Continued)
Reasons Why the English Language is Hard to Learn (Continued)
Reasons Why the English Language is Hard to Learn (Continued)
Reasons Why the English Language is Hard to Learn (Continued)
Reasons Why the English Language is Hard to Learn (Continued)
Reasons Why the English Language is Hard to Learn (Continued)
Sample TExES Item:
Sample TExES Item:
Sample TExES Item:
Sample TExES Item:
RESOURCES
RESOURCES

: Assessing English Language Proficiency A Training Module. : . : Assessing English Language Proficiency A Training Module.ppt. zip-: 3522 .

Assessing English Language Proficiency A Training Module

Assessing English Language Proficiency A Training Module.ppt
1 Assessing English Language Proficiency A Training Module

Assessing English Language Proficiency A Training Module

PUBLISHED AS PART OF THE LEP STUDENT SUCCESS INITIATIVE GRANT Department of P-16 Initiatives Texas Education Agency In collaboration with The Institute for Second Language Achievement (ISLA) Texas A&M University Corpus Christi and JoAnn Canales, Ph.D. Professor, Texas A&M University Corpus Christi

2 Workshop Focus

Workshop Focus

Review Assessment Standard and Competency for Becoming an ESL Certified Teacher in Texas English as a Second Language (ESL) Standards (Standard VI) TExES Texas Examinations of Educator Standards (Competency 007) Define Language and Language Proficiency Examine Requirements State Requirements LPAC Language Proficiency Assessment Committee HLS - Home Language Survey OLPT - Oral Language Proficiency Test NRT - Norm Referenced Test Federal (NCLB) Requirements - TELPAS Texas English Language Proficiency Assessment System TOP Texas Observation Protocols RPTE Reading Proficiency Tests in English

3 Assessment is addressed by Standard VI of the English as a Second

Assessment is addressed by Standard VI of the English as a Second

Language (ESL) Standards

BECOMING AN ESL CERTIFIED TEACHER IN TEXAS

http://www.sbec.state.tx.us/SBECOnline/standtest /standards/allesl.pdf

4 Assessment is also Competency 007 on the TExES for ESL Certification

Assessment is also Competency 007 on the TExES for ESL Certification

BECOMING AN ESL CERTIFIED TEACHER IN TEXAS

http://www.texes.nesinc.com/prepmanuals/PDFs/ TExES_fld154_prepmanual.pdf

5 How English Proficient Are you

How English Proficient Are you

To FAT32 You can use the FAT32 conversion tool to easily convert your hard disk to the FAT32 file system. However, before you convert file systems, you should read the following information carefully: If you didnt make a Windows 98 Startup Disk, before you convert to FAT32, you should create one by following the steps in the Using the Startup Disk section earlier in this chapter. You shouldnt convert any drives on which you also want to run an operating system that doesnt support FAT32. Also, if youre running Windows 98 and another operating system in a dual-boot environment, converting your primary disk drive to FAT32 may cause the other operating system to be unusable. This is true even if the other operating system is installed on a different drive. If anti-virus software is running, it may detect the request to update the partition table and book record and prompt you to allow the updates. If this occurs, instruct the anti-virus software to allow the updates. Once you convert to FAT32, you cant compress stored information or convert back to FAT16 unless you use a third-party partition management utility designed for that purpose.

6 Language and Language Proficiency Defined

Language and Language Proficiency Defined

Linguistic Structures Graphophonemics Lexicon Morphology Semantics Communication Skills

Receptive

Expressive

Oral

Listening

Speaking

Written

Reading

Writing

7 Sociolinguistic Variables Social domains Registers Dialect Knowledge

Sociolinguistic Variables Social domains Registers Dialect Knowledge

of the language

Language and Language Proficiency Defined (Continued)

8 Stages of Language Learning

Stages of Language Learning

Child learns difficult phonemes/complex grammar. If I were you. I would have gone. Child is able to create his/her own language. Mommy, I love you 1,000 trees. Child can generate original language. When I get big, Im gonna be an astronaut.. Child makes errors by overgeneralizing. I goed to the store today. Language has features of adult language. I want to go outside with you. Speech is abbreviated. Child uses 2 word utterances. Baby, go? Child vocalizes. Babbles ma-ma-ma.

Grade 2-6 Level Communication Development Stage Grade 1 Level Creative Stage Kindergarten Level Automatic Stage 60 Months Structural Awareness Stage 48 Months Expansion & Delimiting Stage 24 Months Unitary Stage 12 Months Infant Stage

9 More Than Meets the Eye

More Than Meets the Eye

and Customs Religious beliefs Values Grandmothers stories Interpersonal dynamics

Appearances Dialect Foods

10 Texas Education Agency Requirements

Texas Education Agency Requirements

HLS - Home Language Survey OLPT - Oral Language Proficiency Test NRT - Norm Referenced Test LPAC Language Proficiency Assessment Committee

11 Home Language Survey

Home Language Survey

Administered, only once, at time of enrollment Sample survey questions: What language is spoken in your home most of the time?" What language does your child (do you) speak most of the time?"

12 Oral Language Proficiency Test

Oral Language Proficiency Test

Examples: IDEA, LAS Example of Linguistic Structures Measured by the LAS

X

X

X

X

X

X

Listening

Speaking

Communi-cation Skills

Vocabulary

Syntax

Semantics

Phonology

13 Norm Referenced Test

Norm Referenced Test

Examples: CTBS Comprehensive Test of Basic Skills SAT Stanford Achievement Test CAT California Achievement Test Bilingual or ESL Program Placement Criteria Score below the 40th percentile or Unable to take the test due to limited English proficiency Issues with SATs Assess reading skills, not writing Challenging for students with Poor reading skills Learning disabilities Limited attention span

14 Texas Education Agency Requirements

Texas Education Agency Requirements

LPAC Language Proficiency Assessment Committee Role Composition Some Decision Making Points Documentation

http://www.tea.state.tx.us/student.assessment/ resources/guides/lpac/index.html

15 Federal (NCLB) Requirements

Federal (NCLB) Requirements

TELPAS Texas English Language Proficiency Assessment System http://www.tea.state.tx.us/student.assessment/telpas /telpas_guide.pdf Meets NCLB federal requirements Assesses ELLs in Listening, Speaking, Reading, Writing Parent brochure available http://www.tea.state.tx.us/student.assessment/resources /guides/parent_csr/telpas.html Uses 4 proficiency ratings Beginning, Intermediate, Advanced, and Advanced High Has two parts: TOP (Texas Observation Protocols) Grades K-12 RPTE (Reading proficiency Tests in English) Grades 3-12

16 TOP  Texas Observation Protocols (READING - Grades K  2)

TOP Texas Observation Protocols (READING - Grades K 2)

Reading (K-2) Formative assessment, using grade level rubrics found in the TOP Rater Manual, based on the following types of activities: Paired reading Sing-alongs and read-a-longs, including chants and poems; Shared reading with big books, etc. Guided reading with leveled readers/texts Reading subject-area texts and related materials Independent reading Literature circles Cooperative group work Reading response journals Sustained silent reading

17 TOP Proficiency Level Descriptors Grades K-1 Reading

TOP Proficiency Level Descriptors Grades K-1 Reading

http://www.tea.state.tx.us/student.assessment/admin/rpte /Descriptors_06.pdf

18 TOP Proficiency Level Descriptors Grade 2 Reading

TOP Proficiency Level Descriptors Grade 2 Reading

19 RPTE  Reading Proficiency Tests in English

RPTE Reading Proficiency Tests in English

Grades 3 12 Designed especially for ELLs Variety of reading selections and questions Span range of English reading ability Different RPTE test for grade groups (3, 4-5, 6-8, 9-12) http://www.tea.state.tx.us/student.assessment/resources/release/rpte/index.html

http://www.tea.state.tx.us/student.assessment/teachers.html

20 RPTE  Reading Proficiency Tests in English EXEMPTIONS

RPTE Reading Proficiency Tests in English EXEMPTIONS

ELL students in special education may be exempted by ARD Committee 2nd semester non-English speaking immigrants may be exempted by LPAC ELLs with parental denials may not be exempted

21 TOP  Texas Observation Protocols (WRITING -- Grades K  12)

TOP Texas Observation Protocols (WRITING -- Grades K 12)

Writing (K-12) Formative assessment, using grade level rubrics found in the TOP Rater Manual, of 3-5 writing samples, including academic and non-academic work, taken at time of rating. Examples of writing taken from TEA website may include: Journal writing for personal reflections Shared writing and language experience dictation Organization of thoughts and ideas through prewriting strategies Writing assignments in various subject areas Publishing and presenting Labeling pictures, objects, and items from projects Cooperative group work Learning logs for content-area concept attainment First drafts Revising and editing skill application http://www.tea.state.tx.us/student.assessment/telpas /telpas_prompts.pdf

22 TOP Proficiency Level Descriptors Grades K-1 Writing

TOP Proficiency Level Descriptors Grades K-1 Writing

http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

23 TOP Proficiency Level Descriptors Grades 2-12 Writing

TOP Proficiency Level Descriptors Grades 2-12 Writing

24 Grade 4 Writing Example

Grade 4 Writing Example

25 Grade 8 Writing Example

Grade 8 Writing Example

26 GRADE 4 Writing Example (High Level)

GRADE 4 Writing Example (High Level)

27 Other ideas for assessing writing:

Other ideas for assessing writing:

Develop essay questions from text material covered. Be directive, e.g., compare, critique, define, etc. Allow students adequate time for a full response.

28 Content Area Examples  Science

Content Area Examples Science

Science Example 1: (6th 8th grade) Scientists tell us that there are hundreds of asteroids that could collide with the earth anytime. One such asteroid did in fact collide with the earth millions of years ago during the time of the dinosaurs. Describe where you think this asteroid might have hit the earth and what kinds of physical changes took place afterwards. Imagine that you have just heard on the news that an asteroid is going to hit the earth in a few days. Describe ways that scientists will try and keep the asteroid from hitting the earth. How will people react and what will you do? Science Example 2: (9th-12th grade) You are given two test tubes, one labeled Protein Q, the other labeled Protein Z. How could you tell if these tubes really contained different proteins? Outline the experimental procedure you would follow.

29 Content Area Examples  Social Studies

Content Area Examples Social Studies

Social Studies Example 1: (6th 8th grade) Step back into time to the 1600s. You are a woman with lots of intelligence, lots of ideas and lots to offer the world. Write an entry in your diary explaining your frustration because you are about to get married to a man you dont even know. Your marriage has been arranged by your parents and you have no choice but to marry this man. He is quite a bit older than you. You are much more interested in using your intelligence and education for something. Write in your diary about what you want to do, and why your society probably wont let you. Social Studies Example 2: (9th 12th grade) An important function of the United Nations is to help settle disputes between nations. Describe how one dispute was handled successfully, point out how the settlement illustrates a general strength of the United Nations. Describe also how one dispute was handled unsuccessfully, pointing out how this illustrates a general weakness of the United Nations.

30 Describe the characteristics of the party system in the U.S

Describe the characteristics of the party system in the U.S

illustrated in the cartoon below.

Social Studies Example 3 (9th 12th grade)

31 Content Area Examples  Language Arts

Content Area Examples Language Arts

Language Arts Example 1: (6th 8th grade) The main character in this story is an eighth grade girl who overhears her teachers arguing about her. She is a straight A student and seems to do well in class. Describe what you think the teachers are discussing and what it might have to do with the green and gold Scholarship Jacket. Language Arts Example 2: (9th 12 grade) Use a picture or a cartoon and ask students to create a story depicting what they see.

32 USING PICTURES AS A STIMULUS

USING PICTURES AS A STIMULUS

33 Content Area Examples  Math

Content Area Examples Math

Grouping: Assign students to groups of 2 Materials: 2 sheets of paper 1 pencil 2 patterns per group Directions: Each of you has a pattern that you are going to ask your partner to draw. BE SURE that your partner does not/cannot see the pattern. Sit back to back and take turns describing your particular pattern to your partner. Be sure to call each shape by its name, e.g., Draw a triangle in the upper right hand corner. Be specific and remember to use the terms we have learned in math class. Each of you has 10 minutes to describe your pattern to your partner. Scoring: Use the TOP rubrics for listening and speaking

34 TOP  Texas Observation Protocols (LISTENING -- Grades K  12)

TOP Texas Observation Protocols (LISTENING -- Grades K 12)

Listening (K-12) Assess formatively, using a rubric, during informal and formal academic tasks. A rubric is provided on p. 23 of the TOP Rater Manual found on the TEA website. Examples of activities provided on the TEA website include: Reacting to oral presentations Responding to text read aloud Following directions Cooperative group work Informal, social discourse with peers Large-group and small group interactions in academic settings One-on-One Interviews Individual student conferences

35 TOP Proficiency Level Descriptors Grade K-12 Listening

TOP Proficiency Level Descriptors Grade K-12 Listening

http://www.tea.state.tx.us/student.assessment/admin/rpte/Descriptors_06.pdf

36 TOP  Texas Observation Protocols (SPEAKING -- Grades K  12)

TOP Texas Observation Protocols (SPEAKING -- Grades K 12)

Speaking (K-12) -- Assess formatively, using a rubric, during informal and formal academic tasks. A rubric is provided on p. 24 of the TOP Rater Manual found on the TEA website. Examples of activities provided on the TEA website include: Cooperative group work Oral presentations Informal, social discourse with peers Large-group and small group interactions in academic settings One-on-One Interviews Classroom discussions Articulation of problem-solving strategies Individual Student Conferences

37 TOP PROFICIENCY Level Descriptions Grades K-12 Speaking

TOP PROFICIENCY Level Descriptions Grades K-12 Speaking

38 FORM for Documenting Listening and Speaking Activities

FORM for Documenting Listening and Speaking Activities

39 FORM for Documenting Reading and Writing Activities

FORM for Documenting Reading and Writing Activities

40 FORM for Capturing Proficiency in Communications Skills

FORM for Capturing Proficiency in Communications Skills

41 More To Assessing Language Proficiency Than Meets the Eye

More To Assessing Language Proficiency Than Meets the Eye

HLS OLPT NRT

versus Reading Rubrics Writing Rubrics Speaking Rubrics Listening Rubrics Reading Proficiency Test

42 One-shot Snapshots May not Capture True Capabilities

One-shot Snapshots May not Capture True Capabilities

43 Recommending a Student for Exit

Recommending a Student for Exit

Ask yourself . . .

Does the oral language proficiency test used by your school district measure, not only the kind of language needed in your class, but also that which will be needed at the next higher grade level? Has the student sufficiently mastered the basic language skills that will prepare him/her to deal successfully with the shifting emphasis of language skills at the next level of schooling? Are you familiar with the textbooks that the student will be expected to use during the next school year? Are you sure s/he can handle both the language and content demands of these books with a minimum of help? Have you challenged the student in terms of vocabulary development, a variety of thinking and problem solving skills, and on a wide range of topics?

44 Recommending a Student for Exit

Recommending a Student for Exit

Ask yourself . . . (Continued)

How is the students reading rate in English? How is his/her comprehension, not only of materials in the reading text, but in the content-area materials as well? What are the students scores in language arts and reading on the most recently-administered achievement test? Are his/her scores at least as high as the average student in the school (i.e., the students scores compare favorably with the school or district expectations? Has the student mastered the district standards in math, science, and social studies? Is the progress that s/he has made toward achieving the content standards what you would expect compared to other students in the same grade? How high is the students anxiety level in your class? Is school stressful for the student or is s/he self confident and able to handle frustration or failure? Adapted from B. Mace-Matluck, Southwest Educational Development Laboratory (SEDL)

45 Getting Started

Getting Started

Identify a cross section of grade representatives and select a chief worrier Access all of the available resources from the TEA and ISLA websites Determine the assessment activities to be used campus wide Organize the assessments in a notebook to be disseminated to every classroom teacher Schedule reliability training to ensure that everyone is utilizing the rubrics in similar fashion use student work samples including voice recordings for this training Develop a district-wide consistent record keeping system.

46 1. The bandage was wound around the wound

1. The bandage was wound around the wound

2. The farm was used to produce produce. 3. The dump was so full that it had to refuse more refuse. 4. We must polish the Polish furniture. 5. He could lead if he would get the lead out. 6. The soldier decided to desert his dessert in the desert. 7. Since there is no time like the present, he thought it was time to present the present. 8. A bass was painted on the head of the bass drum. 9. When shot at, the dove dove into the bushes. 10. I did not object to the object.

Reasons Why the English Language is Hard to Learn:

47 Reasons Why the English Language is Hard to Learn (Continued)

Reasons Why the English Language is Hard to Learn (Continued)

11. The insurance was invalid for the invalid. 12. There was a row among the oarsmen about how to row. 13. They were too close to the door to close it. 14. The buck does funny things when the does are present. 15. A seamstress and a sewer fell down into a sewer line. 16. To help with planting, the farmer taught his sow to sow. 17. The wind was too strong to wind the sail. 18. After a number of injections, my jaw got number. 19. Upon seeing the tear in the painting, I shed a tear. 20. I had to subject the subject to a series of tests. 21. How can I intimate this to my most intimate friend?

48 Reasons Why the English Language is Hard to Learn (Continued)

Reasons Why the English Language is Hard to Learn (Continued)

Let's face it - English is a crazy language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are meat. We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend, that you comb through annals of history but not a single annal? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If teachers taught, why didn't preachers praught?

49 Reasons Why the English Language is Hard to Learn (Continued)

Reasons Why the English Language is Hard to Learn (Continued)

If a vegetarian eats vegetables, what does a humanitarian eat? In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? Have you noticed that we talk about certain things only when they are absent? Have you ever seen a horseful carriage or a strapful gown? Met a sung hero or experienced requited love? Have you ever run into someone who was combobulated, gruntled, ruly or peccable? And where are all those people who are spring chickens or who would actually hurt a fly? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out, and in which an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race (which, of course, isn't a race at all). That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. And why, when I wind up my watch, I start it, but when I wind up this essay, I end it?

50 Sample TExES Item:

Sample TExES Item:

A fifth-grade student arrived from his home country, El Salvador, last year with no prior formal education. He is now in his second year in a Texas school and is receiving bilingual and ESL services. He is still at the beginning stages of Spanish literacy development, English language development, and academic development. What would be the state policy with regard to the assessment of academic skills in this students case? The language proficiency assessment committee (LPAC) may recommend that the assessment of English language skills be waived; however, an assessment of academic skills must be administered in either English or Spanish. Since he is enrolled in the bilingual program, assessment of academic skills must be administered in either English or Spanish. The LPAC may determine that neither English nor Spanish proficiency tests would be an appropriate measure for school accountability. Since he is now in his second year of enrollment in a U.s. school, the school must administer an assessment of academic skills in English.

51 Sample TExES Item:

Sample TExES Item:

A middle school ESL teacher is working with a group of ESL students whose English-language abilities vary. Which of the following would be the most appropriate strategy for evaluating the progress of students who are at different proficiency levels in English. Using multiple measures, such as observations, test scores, and samples of daily work Selecting language achievement tests that have been normed on a similar student population. Establishing a grading curve and distributing students test results along the curve Assessing students only in those areas of English in which they have achieved competence.

52 RESOURCES

RESOURCES

http://www.sbec.state.tx.us http://www.tea.state.tx.us

Canales, J. (Fall, 1988). Assessment of language proficiency: Informing policy and practice. Position paper prepared for Southwest Educational Development Laboratory (SEDL) to assist state education agencies in defining language assessment policy and practices. Canales, J. (1993) Innovative assessment in traditional settings. The power of two languages: Literacy & biliteracy for Spanish speaking students. New York: MacMillan-McGraw Hill Publishing Company, pp. 132-142. Canales, J. (1994) Linking language assessment to classroom practices. TABE Compendium. San Antonio, Texas: Texas Association for Bilingual Education, Fall, pp. 59-73. Peregoy, S.F. & Boyle, O.B. (1997). Reading, writing, and learning in ESL: A resource book for K-8 teachers (3rd ed.). White Plains, New York: Longman Publishing Group. Websites:

Assessing English Language Proficiency A Training Module
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