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Conducting & Interpreting ELL Assessments Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

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Question 1 1. What may happen if ESL students feel an assessment is too difficult?

Question 2 2. What are the two main categories ESL assessments can be broken into?

Question 3 3. If an ESL assessment isn't working, the teacher should do which one of the following?

Question 4 4. What is one way to achieve greater control over the types of assessments you can use in an ESL class?

Question 5 5. ESL learners typically benefit more from constructive criticism than from which one of the following?

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Question 6 6. Which of the following BEST describes multiple measures when it comes to student assessment data?

Question 7 7. Which of the following BEST describes what achievement tests measure?

Question 8 8. Which of the following is TRUE about ability tests?

Question 9 9. Which of the following BEST describes the central focus of conversations with colleagues about test scores?

Question 10 10. Which of the following BEST describes the use of a cognitive abilities test?

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Question 11 11. What is the purpose of ESL reading assessment strategies?

Question 12 12. What is the difference between scanning and skimming?

Question 13 13. Which of the following is NOT true about reading assessment through summary?

Question 14 14. Which of the following are examples of questions you might ask students after skimming in order to check reading comprehension?

Question 15 15. Which of the following is not a way to check for reading comprehension among ESL students?

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Question 16 16. Which one of the following is an example of a picture dictation activity for English language learner students?

Question 17 17. Which of the following is an example of an informal assessment?

Question 18 18. How could you use interviews to test ELL students' background knowledge before a lesson on natural disasters?

Question 19 19. How might you use total physical response (TPR) to teach English language learners about numbers?

Question 20 20. Which of the following best describes an information gap activity?

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Question 21 21. Which of the following is a significant reason ELLs may struggle with writing assessments designed for native English speakers?

Question 22 22. How are formal assessments useful?

Question 23 23. At the end of the day, assessing writing skills should be _____ and _____ for both teacher and student alike.

Question 24 24. What is a possible benefit of providing ELL students with a formal testing schedule and outline?

Question 25 25. Should informal assessments always be graded?

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Question 26 26. Should ESOL assessment results be the sole determiner of a student's placement?

Question 27 27. How can test anxiety affect the accuracy of standardized ESOL assessment results?

Question 28 28. Which of the following student abilities do ESOL tests frequently ignore?

Question 29 29. Standardized ESOL tests can benefit students, teachers, and institutions by providing a starting point for _____.

Question 30 30. Should students be told about upcoming ESOL assessments?

Conducting & Interpreting ELL Assessments Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

Ohio Assessments for Educators - English to Speakers of Other Languages (021): Practice & Study Guide  /  Foreign Language Courses
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