The English language proficiency test (ELPT) is the name given to a one-hour multiple choice test given to a student undertaking a language proficiency course. It is mainly given to those that are not native English speaking persons who prefer to take it instead of a test of English as a foreign language (TOEFL) (Serafini, 2001). This is a requirement for some colleges depending on the type of school the student was applying to join in. ELPT assesses both the understanding f spoken and written standard American English and the student’s ability to function and relate well in a classroom where English is spoken.
In a school setting, the use of ELPT is common especially in schools that want to diversify their school curriculum. By introduction of English as a foreign language, the school invites all students that might have had a chance to have English as a native language or those that would like to learn it as a foreign language. They are administered to students in such a way that they are fairly distributed across the board. The paper is divided into three sections with 84 multiple choice questions. The first two sections involve listening sessions which total to 30 minutes. These listening sections identify the level of understanding that is exhibited by the student in the understanding of the English language (Serafini, 2001). This sections also test the level at which the student understands the type of pronunciation used in several similar words. If the student can differentiate between words with similar letters but different intonations, then they are advancing in their skill level. Questions evaluate the comprehension of conversation conducted in English language.
The benefit of carrying out the ELPT is to evaluate the standards attained by student after learning for a period of time. After studying for a certain period of time, assessment is required to evaluate the aptitude of the student. Listening to the language being spoken enables the student to respond to everyday scenarios and make out the correct sentence structures to respond to a certain situation. This will be enhanced by the student having better writing skills as they enable the learner to get a feel of good sentence structure as well as comprehensive word choices that are precisely adequate for the situation at hand (Holloway, 2001). The other benefit accrued from using an ELPT is that the teacher can track the progress of the student by evaluating the different tests undertaken by the student and checking the general trend of the scores attained. This establishes whether the student is learning or whether the student has attained any outstanding skills from the time they began studying English.
The drawback of this form of assessment is that it does not really test the required use of English as a language but just as a stepping stone to the college entrance. Use of multiple choices denies the creativity of the student from being exposed. They are directed on what possible answers could be correct and all they have to do is deliberate on the best possible (Serafini, 2001). The best way would have been offering them with a question and get to evaluate their creativity and analytical skills. These skills need to be evaluated as well as they help create personality beyond the school entrance examination. They will be able to create their own point of view without depending on direction from anybody. The back wash effect, experienced by feedback acquired after teaching, could be harmful as it may lead to departure from the teaching of English language learning purposes (Holloway, 2001). If a candidate scores highly or lowly in the exams, it is mistaken that it is their measure of proficiency in the language. The whole learning process becomes geared towards learning which multiple choices to choose and how to make the correct analysis. Teachers may also tend to each more on examination skills leading to abandon the core purposes of learning English as a language.
An alternative form of assessment is therefore required is we are to ensue English language is taught in a manner likely to integrate the individual into the society holistically. Assessments need to be done in a way that will measure progress in a reliable and valid manner prior to inclusion in main stream academic scale assessment. This will create an assessment that is tailored specifically for ELL at varying developmental, academic and proficiency levels (Holloway, 2001). The assessments are supposed to further portray the best educational practices available in the country. The assessment should rely on data sources that are fairly distributed and varying in methods of procurement as well as use authentic instructional projects and tasks as basis for student performance. The assessments are supposed to account for individual academic growth on the student’s part.
Portfolios, anecdotal records, audio and visual recordings, checklists, and rubrics, and conferences are some f the alternatives suggested by Stiggins and Amps (2005) as being the best. Portfolio can be described as a collection of samples that a student uses to account fro progress in learning. It is a form of opportunity where the student can present documentation of learning activities, reflections or ideas. Students are tasked with taking into task their own education and learning processes they undergo through. They are taken to be knowledge producers rather than being receivers of knowledge. Students are assisted to construct their own knowledge and utilize it for their own benefit. They are thus not expected to react to teaching stimuli provided by the teacher. It is an authentic reflection of what has been learnt and whether the student has made any progress in terms of knowledge acquisition.
Anecdotal recordings refer to a collection of written observations of students related to their progress in learning (Stiggins, &, 2005). Key words are used to describe happenings in the learning environment and are noted by the student. If an ELL student uses this form of learning, they could utilize every moment in learning something new that could help them increase their knowledge through personal initiative. The teacher on the other hand, may be able to discern developing patterns in the student’s behavior and progress as well and look for alternatives of helping the student to learn. Audio and video recordings enhance the use of technology in learning. The teacher is able to watch the learning environment and create adjustments from which the student may benefit from (Serafini, 2001). They further assist them to watch student progress and also urge them to self-assess themselves using the recordings availed. These features help analytical ability of students. Checklists and rubrics offer a chance to measure different types of behavior and traits observed over a period of time. This helps the teacher note the missing traits o characteristics and look for ways of instilling them using the learning environment. Rubrics make the intention of the teacher clear. They assist the student in thought analysis of their work and their friend’s. They allow teachers to accommodate heterogeneous classes and provide an easy explanation of student’s evaluation to their parents. Conferences are meant to create a good rapport between the student and the teacher through communication. The student is expected to be more responsible in documenting their progress in their school work and other fields (Stiggins, &, 2005).
It is therefore important to create an environment that accommodates more than the usual classroom setting. The learner is supposed to grow and utilize skills learnt to the maximum. Students should be responsible for their learning as well as increase their rate of passing not only in academics but also excel in life. Teaching English should therefore include more than aptitude tests.
References:
Holloway J.H., (2001) “The Use and Misuse: Standardized Tests,” Educational Leadership, 59 77-78
Serafini, F. (2001) “ Measurment, Procedure, and Inquiry: Three Paradigms of Assessment,” The Reading Teacher, 54 384-93
Stiggins, R., & Chappius, J. (2005, Winter). Using student-involved assessment in the classroom to close achievement gaps. Theory Into Practice, 44(1), 11-18.
