ESL student skills assessment may be even more of a conundrum than general skills assessment of ABE students. Although there are hundreds of standardized tests available, only a few have been developed specifically for ABE and ESL program providers. Among the tests for ESL assessment are the BEST, the CASAS/ESL, and the ESLOA (Sticht, 12).
BEST -- Basic English Skills Test -- is available from
The Center for Applied Linguistics
1118 22nd Street, N.W.
Washington, DC 20037.
The CASAS -- Comprehensive Adult Student Assessment System -- test is available from
CASAS
2725 Congress Street #1-M
San Diego, CA 92110.
However, special training is required.
ESLOA -- English as a Second Language Oral Assessment -- is available from
Literacy Volunteers of America
5795 Widewaters Parkway
Syracuse, NY 13214.
Even though these tests have been developed with ESL learners in mind, many practitioners still question the usefulness and accuracy of standardized tests and numerical scores for documenting student progress. Many ask how these tests aid in the assessment of both beginner and advanced level students and what component of a standardized test accounts for improvements in student confidence. Can one test or even a handful of tests accurately document a student's writing, reading, and other skills and aptitudes as well as his or her speaking ability, listening ability, and phonemic awareness?
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Assessment is a very difficult issue. Some potential sources of interest to those wanting to pursue this issue further are included below. These items are available to be borrowed from the CLS Library --
• Adventures in Assessment Series (Volumes 1-9)
Various authors
SABES (System for Adult Basic Education Support)
1991 – 1996
LB2822.73 -- LB2822.75.S5
*Not specifically intended for ESL assessment, but still relevant.
• Dimensions of Change: An Authentic Assessment Guidebook
Melody Schneider and Mallory Clarke
ABLE (Adult Basic and Literacy Educators)
1993
LB2822.75.S2
*Not specifically intended for ESL assessment, but still relevant.
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Questions that teachers and program administrators may want to keep in mind when developing assessment practices that are effective for their programs include the following:
• What are my purposes for assessment? Will assessment information be useful for diagnosis, for placement, or for tracking achievement?
• Who will use the information found in the assessment? Is the audience students, teachers, administrators, or funders?
• How should the program keep records of assessment and then disseminate assessment results to those who need them?
• What is/are the best means of assessing?
Some alternatives -- or supplements -- to standardized testing include portfolio assessment or performance samples, informal assessment through observations and interviews, orally-administered assessment, tests developed by teachers, etc., for their programs, or ratings/estimates of skill levels both by students themselves and by teachers.