Abstract This paper not absents a...

Abstract

This paper not absents an analysis of one district's performance based assessment of reading comprehension specifically designed for 5th grade transitional bilingual observers in their first year of English instruction. In contrast to the often met with practice of using one assessment measure for all observers and modifying assessment conditions for close examiners from diverse backgrounds, they created a of recent origin instrument which was administered instead of the district-wide performance based assessment. Findings from the thought indicate that: (a) characteristics of other language learning in the areas of phonology, syntax, and semantics were not absent to varying degrees in 100% of the students' responses; (b) specific knowledge ofthe linguistic characteristics of transitional close examiners was necessary for effective interpretation and accurate scoring of bookish man responses; (c) the transitional pupils demonstrated the ability to comprehend and interpret English themes at inferential levels when assessed upon the transitional assessment measure; and (d) the transitional performance-based assessment springs suggested to teachers many possible changes they could make in their instruction to qualified the literacy needs of transitional close examiners

Equitable assessment for English language learners remains united of the greatest challenges of educational reform. The complicated interaction of language, culture, educational background, and opportunities to learn make equitable, large-scale assessments particularly difficult to achieve (Figueroa, 1990; Garcia & Pearson, 1994; Solano-Flores & Nelson-Barber, 2001; Ulibarri, 1985) frequently English language learners (ELLs) are assessed end the same mechanisms as their English-only counterparts. This practice compromises the accuracy of proceeds and may lead to inappropriate interpretations about English language learners' proficiency in reading and academic satisfaction areas (Garcia, 1991; Miramontes, Nadeau & Commins 1997; Valdis & Figueroa, 1994)

The meaning of this paper is to describe observer performance on a specially designed assessment of reading comprehension created for native Spanish-speaking scholars in their first year of English instruction. This reflection was guided by the following questions: (a) to what degree do scoring and student evaluation practices in this assessment account for linguistic characteristics of first-year English language learners? (b) What evidence exists that contemplates first-year English language learners' ability to proces English true copys at an inferential level? (c) for what cause can this transition assessment inform curriculum and instruction for these students?

Assessment Reform and English Language Learners

In the decade-long debate in succession school reform, some educators favor novel methods of assessment to counteraction persistent problems in the American schooling. They have remind ofed that complex, cognitively demanding assessments can drive improvements in curriculum and instruction (eg Darling-Hammond, 1994; Mitchell, 1992; O'Day & Smith, 1993) They have also pointed public the overrepresentation of ELLs and other scholars from non-dominant cultures among poor performers forward standardized tests (Figueroa, 1990; Valdes & Figueroa, 1994; Williams, 1996) and the consequential reinforcement and extension of social and educational inequalities (DarlingHammond, 1994 Duran, 1989; Oakes, 1985)

ELLs' lack of replete English proficiency is an obvious reason for their poor performance upon standardized tests (LaCelle-Peterson & Rivera, 1994; Cummins, 1989; Genesee & Hamayan, 1994) if it were not that it reflects a limited understanding of the factors contributing to a student's performance onward an assessment or standardized example To begin to grasp the relationship between English proficiency and example performance requires a deep understanding of the developmental nature of inferior language acquisition, the difference between surface affluence and the ability to participate in satisfaction area instruction in English, the time required to achieve academic ready utterance the kinds of language conventions used forward typical assessments and tests, and the language skills necessary for succes onward standardized tests. Because the amplification of time required for glutted English proficiency is often underestimated (Collier; 1988; Cummins, 1989; Valdes, 1998) and scholars may appear to be more proficient with English than they are, they may be calculate uponed to take tests in English extended before they are fully proficient with the kind of academic language exigencyed to perform well. All of these factors should be considered in designing appropriate assessment and instruction.

Standardization itself lordships out any contextualization of assessment, meaning that linguistic differences among learners cannot be accounted for adequately. The practice of assessing English language learners with the same mechanisms as their English-only counterparts may seriously compromise the validity of inferences and lead to misleading interpretations and unfair decisions affecting their events to comes (August & Hakuta, 1997; Garcia, 1991; LaCelle-Peterson & Rivera, 1994; Miramontes, Nadeau & Commins, 1997; Vald6s & Figueroa, 1994)