CTEL CTEL Assessment and Instruction 2

Question 1

A teacher wants to assess an EL student's ability to use academic language in writing. Which assessment type best serves this purpose?

Accepted Answer

Criterion-referenced writing rubric aligned to CCSS

Answer

A criterion-referenced rubric aligned to academic language standards directly measures the targeted skill in an authentic context.

Question 2

Which stage of the CELDT/ELPAC proficiency continuum requires instruction that emphasizes bridging everyday language to disciplinary discourse?

Accepted Answer

Bridging

Answer

Bridging-level students are transitioning from conversational to fully academic register across all domains.

Question 3

A teacher uses exit tickets in English to check comprehension after each lesson. For Beginning ELs, the MOST appropriate modification is to:

Accepted Answer

Allow drawing or single-word responses with labels

Answer

Allowing drawing or labeled single-word responses lets Beginning ELs demonstrate content understanding without being blocked by limited English production.

Question 4

Dynamic assessment differs from traditional assessment in that it:

Accepted Answer

Measures what a student can do with guided support to gauge learning potential

Answer

Dynamic assessment captures the zone of proximal development by evaluating student performance with and without scaffolded assistance.

Question 5

A school's ELPAC scores show that 40% of its ELs scored at the Emerging level in Speaking. The MOST data-driven next step is to:

Accepted Answer

Design targeted oral language development routines integrated into content instruction

Answer

Targeted oral language routines address the identified gap by giving students structured practice speaking in academic contexts.

CTEL Exam Practice Test

CTEL Exam Practice Test

CTEL CTEL Assessment and Instruction 2