Chapter 4

Chapter four looks at performance- based learning and assessment.  Performance- based learning looks on how the student is learning.  For English Language learners (ELL) this is very important when it comes to learning English.   In a lesson plan English is taught for the purpose of communication or a content concept. For ELL it’s important that lesson plans have certain objectives.   The content must be in a subject area or domain of communicative competence.  The learning strategy has to be clear and allow the student to process the information.  The lesson must be Language based.  For ELL student performance based learning is the way we can make sure the instruction supports their language needs.
When No Child Left Behind (NCLB) was passed assessment became a major issue in education. NCLB requires that every district and teachers is responsible for the each student’s progress.  Instruction became align with local, state and national standards. The organization TESOL, Inc came up with English Language Proficiency standards.” The Document serves as a complement to other standards documents and specifies the proficiency that English learners need in order to become fully fluent in English.”(Diaz- Rico, Pg. 71). These standards are aligned with the national standards to make sure ELL is making progress.  These standards help us assess ELL progress in English.
There are different ways to assess a student progress in the classroom. There is formal assessment and informal assessment.  Formal assessment for ELL is standard based testing, such as the CELDT.  Informal assessment can be teacher observation, data collection, or interviews.  The best type of assessment is a combination of formal and informal assessment.  Using both types of assessment give us an idea of a student progress.

Diaz-Rico, Lynne T. Strategies for Teaching English Language Learners, 2^nd Edition, C. Pearson Education Inc: Boston 2008. Page 71