Lizvian Fernandez

ESC 761
NYSESLAT Assignment
Standardized Assessments
Standardize assessments tend to have bias against ELL students especially if the exam is
a norm- referred test. Norm-referenced tests compare an examinees performance to that of other
examinees. The goal is to rank the set of examinees so that decisions about their opportunity for
success can be made. Sandra Liang and Alan Kamhi (2009) mention that there are several kind
of bias in standardized exams. These including content bias and linguistic bias. Julie Washington
(1996) states that the content which many standardized exams are based on test stimuli are
typically derived from the concepts and vocabulary used in White middle-class school settings.
What Washington discusses reminds me of culture bias. Due to the lack of exposure to the
dominant culture there are questions ELLs may read but do not understand. Many standardized
exams given to students are based on the norms of the dominant culture.
Test makers assume that all students taking the exam will understand the language being
used. Exams such as the SATs, which is a norm-referred test, will include words like casserole
within a question. An ELL student may have never heard of that word because there is no word
in their native language for that specific word. This is not only a cultural bias but also a linguistic
bias. Liang and Kamhi (2009) explains Linguistic bias as the disparity between (1) the language
or dialect used by the examiner, (2) the language or dialect used by the child, and (3) the
language or dialect that is expected in the childs responses. Many ELL students learn BICCs and
the exams are given in CALPS. Its takes approximately 5-7 years for ELL students to acquire

English. This puts ELL students at a disadvantage when taking exams like the SATs or the
English regents.
An interesting fact is that many students who are not ELL students are struggling with
standardize exams. The state education department released passing rates for the 3-8 English
Language Arts 2015 exam. Only 31.3 percent of students that took the exam scored proficient. It
is difficult to expect ELL students to perform well on standardize test when the rest of the
general students population is also struggling. Standardize test result score are not valid
reflection of what ELL students know and can do due to the linguistic, cultural, and content bias.
Although the data provided by standardize test may not give an accurate portrayal of
what students can do it can be used to plan instruction and improve programs. Teachers can use
the item analyses from the exam to focus on the kind of questions students got wrong. Teacher
than focus their instructing on things students need such as academic vocabulary or teaching
them norms of the dominant culture.
Authentic Assessments
Authentic assessments focus on the ability of the individual student. This type of
assessment focuses on students growth. It provides data of where students are throughout the
school year unlike standardized tests measure students at a particular point in the year while.
Teachers are able to see students growth when using authentic assessment. Authentic assessment
which are also referred to as informal assessments, give teacher a better idea of what specific
skills or content ELL students need to focus. Even when using authentic assessments it may still
be difficult to determine an ELLs language proficiency and content knowledge.
Teachers use methods such as running records and thumbs & thumbs down approach as a
way to assess ELL students. Teaches must make sure they are picking the appropriate reading

level when using a running record. If teachers do not pick the right level they may think the
student is not showing growth. If teacher do not pay close attention or listen closely when using a
running they may identify student errors that do not even exist. As for the thumb up & thumb
down approach teachers need to be aware if students are truly answer questions based on their
own knowledge or if they are basing it on a classmates knowledge. If an unknown question is
asked students may just do what the rest of the class is doing. When one uses authentic
assessment the teacher must make sure to use more than one type. By using several types of
informal assessment the results of the assessments can be more reliable and truly show students
growth.
NYSESLAT Skills
The NYSESLAT (New York State English as a Second Language Achievement Test) is
the annual English language assessment used to determine if an ELL student continues to be
limited in English proficient. It can be referred to as criterion-referenced assessments. With this
type of assessment examinees performance is compared to a pre-defined set of criteria or a
standard. The goal with these tests is to determine whether or not the candidate has the
demonstrated mastery of a certain skill or set of skills. NYSESLAT is an exam that requires
students to have strong listening, reading, writing, and speaking skills. In order for students to be
successful in school and the workforce they must be able to listen carefully, articulate themselves
clearly, write cohesively and read. The test can give teacher a better idea of where students are at
but just like other standardize test problems do exist. The NYSESLAT is aligned to the New
York command core ELA standards. With these standards the probability that unfamiliar
vocabulary appear on the NUSESLAT increases. Unfortunately, students may come across things
only familiar to native students that will read ELL students to pick the wrong answer leading

teachers to believe that they are not proficient in a specific skill. The test may not be perfect but
it can still aid teachers. Teachers can use the data from the NYSESLAT to determine what
specific skills students need to focus on in class. The fact that the different skills are tested at
different times gives teachers a better view of what students know how to do or do not know how
to do. Teacher instruction will be driven by the NYSESLAT data. The teacher can then give
several types of informative assessment to accurately assess and teach the skills necessary for
academic success.
Comparison of ELA and NYSESLAT
Similarities and differences exist between the expectations of the NYSELAT and the ELA exam.
In both exams students must demonstrate their ability to understand and use the English
language. The ELA does focus on content students have learned in classroom. That is why test
preparation occurs for the last two months of school. Teachers prepare their students to write
their short responses in a specific way to ensure a higher grade. Unlike the ELA exam the
NYSESLAT does not test students on content. The focus of the NYSESLAT is test determine a
students English proficiency. The NYSESLAT test students in four aspects to determine their
proficiency; reading, writing, speaking, and listening. Since it does not focus on content teacher
do not (should not) prep their students for the exam. The ELA test focuses on reading, writing,
and listening. It does not have a speaking component like the NYSESLAT. The ELA exam is
timed test. Students have a specific amount of time to finish the exam, unless they have
accommodations. Even with their accommodations the time of test is limited. The NYSESLAT is
not a timed exam. If students are truly one must give them as much time as they need to finish
the exam. Another similarity between both exams that is beneficial to students is that the exams
try to focus on a specific topic. Most of the exam with have an overarching theme which the

readings and questions are based on. Themes help ELL students and general education students
make connections better.
Adequacy of NYSESLAT
If I were to compare the Global Regents with the NYSESLAT I would find more
differences than similarities. The Global exam is a three hour exam which has heavy demands on
students. Students are required to answer 50 multiple choice question, answer 9-12 documents
based questions, and write 2 essays, which is very different from the NYSESLAT. Students must
know specific vocabulary to global history such as imperialism and decolonization. Terms that
need to be specifically taught. The Global regents requires students requires students to read and
write just like the NYSESLAT but the structure is very different.
The NYSESLAT is not an adequate assessment for an ELLs ability to do well in
mainstream content classes at a secondary level. The NYSESLAT focuses on skills not content.
Unfortunately all Regents exam have a heavy focus on content. What the NYSESLAT can do if
give teacher the tools needed to better develop students listening, writing, speaking, and reading
skills which they will need in order to understand and learn different content. Without mastering
these skills or at least being proficient in these skills students be successful in a mainstream
classroom. The NYSESLAT results will allow instruction to be geared to making students
comfortable using the English language in different ways. It will be up to the mainstream
classroom teacher to be aware of the ELL students progress in class. The teacher must determine
what strategies works best for ELLs to ensure that students are successful.

References

Kamhi, A., Liang, S. (2003). Alternative Assessment of Language and Literacy in Culturally and
Linguistically Diverse Populations. American Speech-Language-Hearing Association,
34(1), 4455.
Washington, J. (1996). Issues in assessing the language abilities of African American children.
In A. Kamhi, K. Pollock, & J. Harris (Eds.), Communication development and disorders
in African American children: Research, assessment, and intervention, 3554.