Evaluating and Selecting Assessments for ELL Students

This inclusive sociocultural pedagogy should have a coherent and effective assessment model for English Language Learners (ELL) that is not biased. This paper evaluates the assessment items of English reading and speaking fluency which are the most important areas of assessment. The primary purpose of assessment is to help improve student learning from the responses of both the learner and the teachers. This should provide information on what the student currently knows, understands, and what they can do to help bridge any existing gap. However, in the educational systems, most of the teacher-student communication is through a written form which students must be able to read for them to comprehend. With good speaking skills, such students are confident enough to ask for clarifications in the classroom.