How do state ELL proficiency tests, such as the AZELLA (AZ) or the WIDA (other states), guide data-informed decision making? How do these test results affect lesson planning?
When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)?