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

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...