CTEL CTEL Assessment for English Learners 5 — Questions and Answers
Question 1: A teacher observes an EL student code-switching between English and Spanish during a science discussion. How should this be interpreted in terms of language proficiency assessment?
- Code-switching is a sign of language deficiency that must be corrected immediately
- Code-switching is a sophisticated bilingual strategy and not evidence of proficiency problems (Correct answer)
- Code-switching means the student cannot be assessed in English
- Code-switching indicates the student should be placed in a lower ELD level
Correct answer: Code-switching is a sophisticated bilingual strategy and not evidence of proficiency problems
Code-switching is a natural and cognitively sophisticated bilingual behavior that does not indicate a language deficiency.
Question 2: Which of the following best describes 'washback' in language assessment?
- The process of returning graded tests to students
- The influence that a test has on teaching and learning practices (Correct answer)
- The statistical method used to norm a standardized test
- The practice of re-scoring tests for accuracy
Correct answer: The influence that a test has on teaching and learning practices
Washback refers to the effect an assessment has on curriculum, instruction, and student learning behaviors.
Question 3: An EL student in 4th grade has strong conversational English but earns a D in a reading-based social studies test. What phenomenon may explain this discrepancy?
- The student is not motivated to study social studies
- The student has mastered BICS but not yet CALP, leading to struggles with academic language (Correct answer)
- The student has a reading disability unrelated to English proficiency
- The student's teacher is not providing adequate instruction
Correct answer: The student has mastered BICS but not yet CALP, leading to struggles with academic language
BICS (Basic Interpersonal Communication Skills) can develop faster than CALP (Cognitive Academic Language Proficiency), leading to apparent fluency with continued academic struggles.
Question 4: A district wants to use student scores on a state math test to evaluate the effectiveness of its EL program. What is the key limitation of this approach?
- Math tests are always too hard for EL students
- Math test scores conflate content knowledge with English language proficiency, making it difficult to isolate program impact (Correct answer)
- Districts are not allowed to use math data for program evaluation
- Math scores are not reported at the district level
Correct answer: Math test scores conflate content knowledge with English language proficiency, making it difficult to isolate program impact
Content-area tests measure both academic content knowledge and English proficiency, making it difficult to attribute score differences solely to EL program effectiveness.
Question 5: Which scenario is an example of dynamic assessment?
- Administering a standardized ELP test under timed conditions
- Engaging a student in a task, providing graduated prompts, and assessing responsiveness to mediation (Correct answer)
- Scoring a student's essay using a fixed rubric
- Comparing a student's score to national norms
Correct answer: Engaging a student in a task, providing graduated prompts, and assessing responsiveness to mediation
Dynamic assessment involves interaction and graduated support to evaluate a student's learning potential and responsiveness to instruction.
Question 6: When interpreting EL assessment data, a teacher must account for the 'silent period.' What should the teacher understand about this phenomenon?
- Silence indicates a student is not trying and should be penalized
- A period of limited verbal output is a normal stage in second language acquisition and should not be misinterpreted as a deficiency (Correct answer)
- The silent period lasts exactly six months for all EL students
- Students in the silent period should be placed in special education
Correct answer: A period of limited verbal output is a normal stage in second language acquisition and should not be misinterpreted as a deficiency
The silent period is a recognized and natural stage of second language acquisition in which students absorb the new language before producing it.
Question 7: A school uses a student's score from a home language survey and an initial ELP screener to make placement decisions. Which additional step is required under ESSA?
- No additional step is required once the screener is administered
- Parental notification and the right to opt out of EL services (Correct answer)
- Automatic placement in a bilingual program regardless of score
- A psychological evaluation before finalizing placement
Correct answer: Parental notification and the right to opt out of EL services
ESSA requires schools to notify parents of their child's EL status, the program to be used, and the parental right to opt out of EL services.
CTEL CTEL Assessment for English Learners 5
A teacher observes an EL student code-switching between English and Spanish during a science discussion.
How should this be interpreted in terms of language proficiency assessment?