1.There is instructions for the first portion, but not for the speaking portion, so I will give this a score of 2.
2) There is a short instruction at the beginning, but there isn’t any written instruction for the short speech following the test. I think it is very fair and direct for the first section, but I think the speaking section needs to be explained by being written down. In any event, I give this a score of 2.
3) There is a short instruction, and the vocabulary terms used in the questions are relevant to the answers. There are many terms that would be difficult to comprehend for an ELL student, for example, the term “camber” appears on question four. Many native-speakers probably don’t understand what a camber is, so I can imagine …show more content…
My aim would be to assess the knowledge of the student based on the material, not necessarily whether or not he or she understands a certain word. Of course, specific vocabulary would have to be tested, but supporting words in a sentence would not be a concern of mine. Also, if an ELL student needed to have the questions read to him/her, I would do so. I would also be willing to administer the test one-on-one with the ELL student so he/she wouldn’t feel embarrassed in front of his/her peers. In any event, I think this test is mostly straightforward, so my changing of the test wouldn’t necessarily be it’s content, but rather it would be to offer alternatives in order for me to best access what the student knows about the subject according to his/her knowledge level on the subject of auto mechanics. I do like this test because it makes use of pictures to help the students identify what an item is. I think this is very helpful for ELL students as it gives them a visual aid to assist them. Also, on a side note, this assignment was given to a girl who is from another country, so I asked her what would help her out during the test and so I took that into consideration during my
2) There is a short instruction at the beginning, but there isn’t any written instruction for the short speech following the test. I think it is very fair and direct for the first section, but I think the speaking section needs to be explained by being written down. In any event, I give this a score of 2.
3) There is a short instruction, and the vocabulary terms used in the questions are relevant to the answers. There are many terms that would be difficult to comprehend for an ELL student, for example, the term “camber” appears on question four. Many native-speakers probably don’t understand what a camber is, so I can imagine …show more content…
My aim would be to assess the knowledge of the student based on the material, not necessarily whether or not he or she understands a certain word. Of course, specific vocabulary would have to be tested, but supporting words in a sentence would not be a concern of mine. Also, if an ELL student needed to have the questions read to him/her, I would do so. I would also be willing to administer the test one-on-one with the ELL student so he/she wouldn’t feel embarrassed in front of his/her peers. In any event, I think this test is mostly straightforward, so my changing of the test wouldn’t necessarily be it’s content, but rather it would be to offer alternatives in order for me to best access what the student knows about the subject according to his/her knowledge level on the subject of auto mechanics. I do like this test because it makes use of pictures to help the students identify what an item is. I think this is very helpful for ELL students as it gives them a visual aid to assist them. Also, on a side note, this assignment was given to a girl who is from another country, so I asked her what would help her out during the test and so I took that into consideration during my