NDLI: Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes

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Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes

Content Provider	Scilit
Author	Lopez, Alexis A. García, Georgia Earnest
Copyright Year	2020
Description	There is little research on how U.S. K–12 teachers use summative English language proficiency (ELP) assessments to shape their classroom practices. In this chapter, we explore the challenges and opportunities that teachers face when using summative ELP assessments not only for meeting accountability requirements but also for informing instruction. We report on a qualitative research study that used in-depth semi-structured interviews to get information about how the content and delivery mode of a summative ELP assessment influenced 18 teachers' classroom practices. We also discuss the types of instructional decisions the teachers make based on their students' scores on the summative ELP assessment, and the different factors that affected their use of student scores on the summative ELP assessments for instructional purposes. The study findings offer useful information about how teachers view and use summative ELP assessments and students' assessment scores to make instructional decisions to guide their teaching and students' English language development. Book Name: Assessing English Language Proficiency in U.S. K–12 Schools
Related Links	https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9780429491689-12&type=chapterpdf
Ending Page	244
Page Count	19
Starting Page	226
DOI	10.4324/9780429491689-12
Language	English
Publisher	Informa UK Limited
Publisher Date	2020-05-31
Access Restriction	Open
Subject Keyword	Book Name: Assessing English Language Proficiency in U.s. K–12 Schools Language Studies Summative Teachers Assessments for Instructional Purposes Proficiency Structured
Content Type	Text
Resource Type	Chapter

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