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Journal Title
Readers/Advisors
Mazurett-Boyle, Rosa
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2021-12
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Abstract
This capstone project examines the problem of effective ways to assess English Language
Learners (ELLs). Though, assessing students is an essential part of education there are many
problems with the lack of effective assessment practices ELL students face. The research shows
that when assessed ELLs face cultural bias, testing anxiety, and testing of language rather than
content knowledge. Therefore, this capstone examines how to effectively and accurately assess
ELL students in a mainstream classroom. Including items such as accommodations,
differentiation, alternate assessment, and alternate strategies to collect data. To mitigate the
challenges of assessment ELLs face, this capstone will include a Professional Development (PD)
for educators. The PD contains tools such as hand-outs, scenarios, and hands-on collaborative
work to dive into the strategies to accurately and effectively assess ELL students. The capstone
aims to identify and minimize the ramifications of assessment of student success through
modifications, accommodations and alternative assessments. Alongside, implications for
teaching such as alternate ways to provide accommodations and collect data. Finally, the
capstone supplies recommendations for future research such as case studies on the differences
between standardized testing and alternative assessment.