Language Assessment: ESL/EFL Learners, Diagnosis, and Tasks

This document discusses language assessment for ESL/EFL learners, focusing on diagnosing their accomplishments and needs using formal assessment instruments. It explores the design of writing and oral tasks for each learner, the nature and purpose of the tasks, desired learning outcomes, and learner feedback. The document also describes the process of implementing the assessment procedure.

Language Assessment

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
TASK A.....................................................................................................................................3
OPTION 2..................................................................................................................................3
Collect a sample of writing and speaking from two ESL/EFL learners and diagnose their
accomplishments and needs using a formal assessment instrument such as the ESL Scales,
ISLPR or diagnostic tool appropriate to your setting.............................................................3
Annotate the samples to evidence your diagnosis..................................................................4
Provide details of the learners and learning context (age, level of proficiency, ESL/EFL,
nature of the course and curriculum context, etc.);................................................................4
On the basis of the diagnosis design one writing and one oral learning task for each learner
from an assessment for learning perspective that extends them beyond their current
performance level;..................................................................................................................4
State the nature and purpose of the tasks, including..............................................................4
Details of what is being assessed...........................................................................................5
The desired learning outcomes...............................................................................................5
A learner feedback preforms setting out the criteria for task success....................................5
Describe the process of implementing the assessment procedure.........................................5
Include any other information about the procedure that you feel is of interest in its design. 5
TASK B......................................................................................................................................6
Rationale................................................................................................................................6
CONCLUSION..........................................................................................................................8
REFERENCES...........................................................................................................................9
Books and Journals................................................................................................................9

INTRODUCTION
Language assessment is a field of study which is applied in a linguistic manner. under the
system the main focus is placed an assessment of first second or other languages within
school college and universities and order to make the assessment of languages by using the
workplace and assessment of language in immigration citizenship and various other concept.
Under this report there is a discussion about various fields of language assessment which has
to be prepared according to the requirements.
MAIN BODY
TASK A
OPTION 2
Collect a sample of writing and speaking from two ESL/EFL learners and diagnose their
accomplishments and needs using a formal assessment instrument such as the ESL Scales,
ISLPR or diagnostic tool appropriate to your setting
ESL program can be defined as in system which is related to learning English while
performing in English environment. Under this system, English spoken outside the classroom
where the learner has learn English to understand and speak it outside the classroom. For
instance situation can be define as like a Japanese boy to immigrate with his family to
America now he has to learn English in this English surrounded environment.
On the other side, EFL can be defined as an system a situation where a learner has to
learn English inside the classroom but continue to speak his own local language after leaving
the classroom. For instance, Egypt in school there is a subject named as English where every
individual has to learn English under the class but they have to speak their native language at
their home and outside the class.
This current project is based on collection of samples in relation to writing and
speaking of different students and learners from both the categories. There is use of 8 learners
under this system where there is complete diagnosis of their accomplishment need using
formal assistant instructions. This assistant instruction include PSL scales ISLPR and
different diagnostic tools. The number of systems used under this approach is discussed
below:
The ESL Scales: Resource is used by teachers as an assessment tool to describe the
English language development of EAL/D learners in oral interaction, reading and responding
and writing. Teachers use this tool to assist with assessment for learning, planning,
programming and reporting progress (Guzman‐Orth, Lopez and Tolentino, 2017).

ISLPR: This is used by Organisation in order to improve its functions as well as
identify the learning abilities of different learner which are connected as a sample.
Appropriate system which consists of different sheets which has to be fulfilled by individual
as a examination or a feedback after performing a particular module. This is helpful in
identifying their current capacity as well as planning for future events.
Sheet one
Fill in the speech bubble.
In the following activity, you are required to fill in the blanks in the green balloon.
TIP: Think of yourself in these situations. Start with (1) My name is… (2) I am… (3) Where…

Annotate the samples to evidence your diagnosis
From the above mentioned diagnosis this can be identified that the sample with
choosing appropriate and can be used for further research on this topic. This is a noted that
there are a number of factors which are included in sample which act as important function.

This includes measurement of ideologies, thinking of different factors as well as size of
sample.
Provide details of the learners and learning context (age, level of proficiency, ESL/EFL,
nature of the course and curriculum context, etc.);
Lerner Age Level of
proficiency
ESL/EFL Nature of
the course
Curriculum
context
Lerner 1 19 years Graduate ESL English
literature
Positive
Lerner 2 16 years Under
graduate
ESL English
literature
Positive
Lerner 3 19 years Graduate ESL English
literature
Positive
Lerner 4 20 years Graduate ESL English
literature
Positive
Lerner 5 19 years Graduate EFL English
literature
Positive
Lerner 6 21 years Graduate EFL English
literature
Positive
Lerner 7 19 years Graduate EFL English
literature
Positive
Lerner 8 22 years Graduate EFL English
literature
Positive
On the basis of the diagnosis design one writing and one oral learning task for each learner
from an assessment for learning perspective that extends them beyond their current
performance level;
In context of the diagnosis design different written and oral task which has to be
performed by the learner in order to prove their abilities. Under the written task, each learner
has to write an essay in English on different topics which have to be evaluated according to
their skills and abilities as well as requirement of the task. In context of oral task, learner has
to speak and read newspaper which cultures of different articles in English. this will show
their effectiveness in the English literature and will helpful in identifying their current
capacity is in English (Xi, 2017). It can also analysed from the above-mentioned information
that there are a number of systems which has to be followed and activities which has to be
performed in order to improve the abilities of learning within individuals and achieving the
better results. Both esl and efl system has their own quality in system performance which has
to be included by the individual in order to achieve the objectives.
State the nature and purpose of the tasks, including
The nature of tasks simple, so that each learner can provide their best to the task and
helpful in improving the functions. The purpose of task is to increase the knowledge of
English within individuals so that they can perform in an effective way as well as their it will
also identification of difference between EFL and ESL learning patterns. elaborate the
difference as well as identify the impact of background used for learning English by different
individuals.

Details of what is being assessed
There number of factors which are analysed while performing this module. These are
directly related to the performance of different individual learners within this module. Every
individual has to perform its function according to their requirements where there are a
number of learners for focusing on increasing their value in the process of learning English.
The desired learning outcomes
It is useful for the organisation to desire the learning outcomes where there are a number of
functions which are performed by the manager in order to conduct the appropriate system in
research. in order to improve the English it is important to learn about the esl programs which
support appropriate system and can be used to achieve the objectives. Main objective behind
this rational is to improve the functions and identify the implementation of learning
techniques for different individuals (Serpil and Derin, 2017).
A learner feedback preforms setting out the criteria for task success
Learner feedback is a system which is performed and the criteria of success. it is
important to manage the feedback of different individuals who acting as a learner within the
system to achieve the objectives and perform the functions according to the requirements.
This is also helpful in managing the task requirements and performing all the functions
according to the performance indicators. Analysis feedback forms an essential element within
the functioning of organisation which is required to perform different function and maintain
appropriate system according to the needs and requirements. this also bring effectiveness
within the working and help in achieving appropriate system while developing a learning
module.
Describe the process of implementing the assessment procedure
The process of implementing the assessment procedure is related to managing the
different activities in an appropriate system where the objectives can be achieved and the
assessment can be completed. It begins from identifying the requirements of the current
assessment then collecting the resources. Utilising the resources according to the
requirements of assessment is the third stage in this process. In 4 stage there is completion of
assessment was submitted it to the main tutor.
Include any other information about the procedure that you feel is of interest in its design.
There are a number of procedures which can be adopted under this assessment in
order to complete it and achieve the appropriate result. These are related to reading some
stages and the process which will help in analysing and evaluating the effectiveness and
credibility of this project to make it more useful and perform the task of this system
according to the requirements.

TASK B
Rationale
In every project which has developed in order to achieve the objectives of project and
perform the function in an appropriate manner. Under the current project, there are number of
nationals which are based on certain principles (Rahman, 2020). These rational are developed
to achieve the objectives and follow certain principles which will divide the accuracy of the
project and help in achieving better and desired results. This module in includes number of
learners which collected as a sample size to improve the functions and identify the particular
research on the topic. The major principles which are focused under this are related to
efficient working which will facilitate development and achievement of objectives. The first
principle which is followed under this system is related to clarifying the students and learners
about the good performance. Order to increase the performance and achieve the goals and
criteria of the project it is important to clarify about the actual performance and is desired
performance which is needed for achieving the goals and objectives (Purpura, 2016). Under
the current module, there is use of different learners where they are taught about the
possibility to engage in the activity for achieving certain criteria standards during the task and
after the task. This is helpful in identifying appropriate methods and increasing their
performance by clearing the goals. Second principle which is followed in the disc assessment
is related to increasing the time and effort on challenging learning task. This is because it is
important for individuals to develop appropriate system in context of challenging and
learning task which can impact on the performance. This study is based on the extent to
assess the activity in increasing the regular studies which will help in improving the literature
session of different individuals.
Self-selection best strategy which can be adopted by a module developer in order to
improve the task and achieve its objective. Encourage high quality performance within an
individual which is based on the principle of delivering high-quality feedback information
that help the learner in self-correct. Under the system project include a location of appropriate
feedback to the individuals and order to improve their functioning and perform their tasks in
an appropriate manner. This provides appropriate feedback to the individual related to their
performance which help them in self-analysis and correcting there mistakes. One more
principle which is followed under the current investigation is related to increasing the
positive motivation believes and self-esteem. Most important factor which is helpful in
increasing the individual where different assessment and feedback processes are matched
according to the current system and activate the motivation of learners to improve and
perform the functions of different approaches (Tarighat and Khodabakhsh, 2016).
This is important for organisation as it helps in achieving the objectives of the module
and performing different task in an appropriate manner by increasing employees and this
increased motivational benefits related to monetary and non-monetary (Norris, 2016). These
increased motivational benefits related to monetary and non-monetary benefits and incentive
to the students so that they can learn effectively and manage their learning ability in an
appropriate manner. Increasing interaction and dialogue around the learning is also a
principle which is followed under this system in order to improve the functions and

increasing the coordination from the side of the learners. This is helpful in identifying
appropriate feedback and potential of student while learning the languages from different
background. This is also helpful in evaluating their current performance in English language
where the background of each and every individual is identified that whether they are
learning English and English environment or in environment where the use other local
language. This is also helpful in increasing the other learners from the sample size improve
their functionality as well as using appropriate interaction program to perform the research in
a cognitive man. Bringing reflection in learning and developing a self-assessment system is
also important which provide a formal opportunity for the reflection to the individuals and
help in their self-assessment to improve their learning abilities and skills. Under the current
mediaeval there is identification of various factors which are directly linked to building an
appropriate system by using personal reflection of different individuals and learners
participated with the activity (Chapelle and Voss, 2016). This helps in guiding the employees
and managing their functions according to the needs and requirements of the project.
Different task are assigned to each and every individual so that they can perform activities.
These activities are related to their current qualification and skills in learning abilities and
performing the appropriate functions according to the needs and requirements.
One more principle which is followed in the system is related to giving the choice to
the learner in the assessment in context of the content in processes. Under the system various
activities are performed which are related to the choice of topic methods criteria weight is
time of learning and assessment involve under the task. This is helpful in developing an
appropriate system which is directly related to the functioning overall research and
developing effective learning. This is also providing information about the skills related to
the working executing each and every aspect to improve the function and work accordingly
(Bachman and Damböck, 2018).
The next principle which is followed under this system in order to developing the
nationals of the project is related to involving the students in the decision-making process
about the assessment policies and practices. this is the most helpful system which is used
where it provide the extent about the students which are chosen under the course as a sample
and kept information regarding their engagement within various constructive decision-
making processes in context of this module. Search objectives by managing the function and
using these functions according to the needs and requirements. This will develop an
appropriate system which provides assistance in managing the project according to the needs
and requirements. Also support external development of the project and assessing the policies
by influencing the power of decision making and involving the learners in order to achieve
the objectives (Keighrey, 2018).
Supporting the learning community is also principal which is followed under this
assessment. In order to improve the learners capabilities and identify their current potential
there is use of different kind of information. This project is the main focus is paid on the
learning capabilities of learners where the differences among learners will also considered.
This is the most effective part of this module which is helpful in developing appropriate
insight about different functions and performing the function according to the needs and

requirements (McNamara, Knoch and Fan, 2019). It includes number of ways which has to
be developed by the individual in order to achieve better profitability and functions. Under
the system learner export according to the needs and requirements of the current module. It is
important to consider the learner as a been focus while developing a model of learning where
the starting point for capturing such differences is to study a group of learner that reflect the
diversity of population and helpful in managing the factors related to age culture social
economic status gender and religion. This structure also paid focus on starting with the theory
of how the people learn the subject matter of the interest and designing and assessment which
will help in selecting a subset and using a cognitive theory to improve the better assessment
targets. Under this theory the main focus is created on selection and purpose for instance the
purpose of intelligence tutor is to determine the Paris topic of skill area in which student is
struggling and improve that functional area according to the needs and requirement of that
particular module (Muller, Munro and Code, 2017).
It can be identified that model of learning is an effective tool which must be used in
order to achieve the beginning and aggregate in the principal so that each functions can be
performed effectively by using an assessment purpose. the process it is identified that using
an appropriate and adaptable techniques by the teacher in use within this module to improve
the functions and analysing the appropriate results by determining the desired outcomes. this
is helpful in managing the functions as well as improving the adaptability of learners to
improve their skills and ability regarding the English system. it is also identified that there are
various functions which are involved under the support. this is helpful in giving the learner a
choice of assessment which can be used to improve the function and manage the functions
according to the requirements of a particular process. Rational are always dependent on the
current situation it is identified that it must for the organisation to achieve the functions and
performing all objective in appropriate manner to conduct the functions in an appropriate way
(Kasper and Youn, 2018).
CONCLUSION
It can be concluded that language assessment is in process which is helpful in building
appropriate system for different learners to identify their skills and abilities to understand a
particular language. This is helpful in managing the system and using appropriate tools and
techniques order to perform the function and effective way.

REFERENCES
Books and Journals
Purpura, J.E., 2016. Second and foreign language assessment. The Modern Language
Journal, 100(S1), pp.190-208.
Rahman, M.S., 2020. The advantages and disadvantages of using qualitative and quantitative
approaches and methods in language “testing and assessment” research: A literature
review.
Tarighat, S. and Khodabakhsh, S., 2016. Mobile-assisted language assessment: Assessing
speaking. Computers in Human Behavior, 64, pp.409-413.
Norris, J.M., 2016. Current uses for task-based language assessment. Annual Review of
Applied Linguistics, 36, p.230.
Chapelle, C.A. and Voss, E., 2016. 20 years of technology and language assessment in
Language Learning & Technology. Language Learning & Technology, 20(2),
pp.116-128.
Bachman, L. and Damböck, B., 2018. Language assessment for classroom teachers. Oxford
University Press.
Keighrey, C., Flynn, R., Murray, S. and Murray, N., 2017, May. A QoE evaluation of
immersive augmented and virtual reality speech & language assessment
applications. In 2017 Ninth International Conference on Quality of Multimedia
Experience (QoMEX) (pp. 1-6). IEEE.
McNamara, T., Knoch, U. and Fan, J., 2019. Fairness, justice & language Assessment.
Oxford University Press.
Muller, D.J., Munro, S.M. and Code, C., 2017. Language Assessment for Remediation
(1981). Routledge.
Kasper, G. and Youn, S.J., 2018. Transforming instruction to activity: Roleplay in language
assessment. Applied Linguistics Review, 9(4), pp.589-616.
Serpil, Ö.Z. and Derin, A.T.A.Y., 2017. Turkish EFL instructors’ in-class language
assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), pp.25-
44.
Xi, X., 2017. What does corpus linguistics have to offer to language assessment?. Language
Testing, 34(4), pp.565-577.
Guzman‐Orth, D., Lopez, A.A. and Tolentino, F., 2017. A framework for the dual language
assessment of young dual language learners in the United States. ETS Research
Report Series, 2017(1), pp.1-19.