Standardized measurements

1. Reference1 Ensuring fairness in language proficiency assessments: Q& A, Caitlin Gdowski & Keria Ballantyne

2. challenges for ELL teachers

2.1. personal challenges

2.1.1. emotions

2.1.2. beliefs, attitudes and assumptions

2.1.2.1. misconceptions related to teaching/ learning

2.1.2.1.1. leading to misdiagnoses of learning difficulties

2.1.2.1.2. leading to misplacement of ELLs/ special education programmes

2.1.2.1.3. learning to learning opportunities and learning experiences

2.1.2.1.4. leading to exposure to simpler English

2.1.2.2. reluctance to work with ELLs

2.1.2.3. feeling of distance between ELLs and teachers

2.1.2.4. ethnocentric bias

2.1.3. emotions

2.1.3.1. frustrations related to slow progress

2.1.3.2. isolated and confused (lack of material)

2.1.3.3. overwhelmed

2.1.3.4. feeling of inefficacy and disappointment

2.2. institutional challenges

2.2.1. teacher education

2.2.1.1. inadequate in-service/pre-service training

2.2.1.2. no experience in multicultural contexts

2.2.1.3. insufficient knowledge

2.2.1.4. lack of fundamental practices

2.2.1.5. fewer teaching resources

2.2.2. time

2.2.2.1. insufficient time

2.2.2.2. tight schedules

2.2.2.3. English proficiency/content

2.2.3. communication

2.2.3.1. language barriers

2.2.3.2. misunderstandings

2.2.3.3. How to inform families

2.2.4. school culture

2.2.4.1. negative attitudes from admin towards ELLS

2.2.4.2. little communication between school and family

2.2.4.3. ELL teachers made solely responsible

2.2.4.4. lack of collaboration between main teachers and ELL teachers

2.2.5. tools and resources

2.2.5.1. same materials for ELLs and non ELLs

2.2.5.2. no effective programs for ELLs

2.2.5.3. inconsistency in ELL classification

2.2.5.4. inaccurate/inappropriate testing that don't reflect the student ability

2.2.5.5. inappropriate use of tests results

2.3. social challenges

2.3.1. growth of diversity of ELLs

2.3.2. societal attitudes such as discrimination or stimagtisation of ELLs

2.3.3. policies:

2.3.3.1. no training required

2.3.3.2. no concrete guideline

2.3.3.3. gap between policies and classroom practices

2.3.3.4. restrict the use of primary languages

2.3.3.5. inappropriate assessments: ELLS disadvantaged (proficiency versus content

2.3.3.6. teachers feel useless

3. Fairness of language proficiency Assessments

3.1. it is critical to make it a trusted source of information about a person's language

3.2. all examinees should have the same opportunities to demonstrate their language proficiency skills

3.3. assessments have to be valid and reliable

3.4. test items should be fair and accessible to every student regardless of their background

3.5. not measuring the knowledge of a content area

3.6. multiple characteristics such as gender, age, religion, economic status, home language, race, ethnicity, culture, family type, age-of-arrival to the US geographic region should be considered by test reviewers

3.7. sensitive topic, who may elicit a negative emotional response from test takers and negatively impact their ability to accurately demonstrate their language proficiency ability, should not appear in the assessments

3.8. language testing specialists and external reviewers should be trained

3.9. topic generation to target the population considering robustness, connection to relevant standards, age of test takers, accessibility, sensitivity

3.10. topics and graphics should reflect diverse cultures, ethnic and socio-economic groups, regions, balanced gender roles, positive situations, language, images

4. Reference 2 Challenges confronting teachers of ELL, Hang Kong & Eisuke Sato