Analysis of the Language Assessment Tests

Shenikah Grandison
Post University
Mary Mills

Analysis of the Language Assessment Tests

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The initial placement test that will be covered in this essay is the Language Assessment
Scale (LAS). Connecticut Department of Education uses the LAS to determine the what
proficiency level of the ELL student stands. I will discuss how the assessment measures reading,
writing, listening and speaking. This will also cover the how and what the LAS scores and
procedures the state uses to test and qualify them. Second, I will analyze annual tests and what
they look like. Last, how ESL instructors use the information to their advantage.
Amongst other language assessment scales the Language Assessment Scale (LAS) is the
most used and designed to measure language skills. Language skills comprise reading, writing,
listening and speaking and discrete aspects of language including syntax, lexicon (Esquinca,
Yaden and Rueda, 2005). Specifically, the LAS measured English skills and language skills
necessary for functioning in mainstream academic environments (Esquinca, Yaden and Rueda,
2005). Each section has its diversity of questions and scored slightly differently. The
Connecticut State Department of Education (2015) created a resource for professionals to
understand how to give the LAS. The LAS are taken online in the state of Connecticut and can
be easily scored via software. The four sections of the test, as stated before are reading, writing,
listening and speaking. According to the Connecticut State Department of Education (2015)
Listening has 20 questions and is planned for the student to listen to a question stated and
clicking on the appropriate answer. The student must listen for information, listen in the
classroom setting and listen for comprehension. This section's goal is to measure general
comprehension and inferential/critical thinking skills (CT Dept of Ed, 2015). Speaking has 18
questions and requires the student to use a microphone for an online use. The student must say
words, sentences, make conversation and tell a story. This section measures vocabulary social

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and academic language and, grammar (CT Dept of Ed, 2015). Reading has a 30 question section,
and they are formatted to read a passage and then answer the appropriate question. The student
must analyze words, read words and, read for understanding. This section measures phonemic
awareness for recognizing words and developing vocabulary and, show sentence level reading
ability (CT Dept of Ed, 2015). Lastly the writing portion of the test has 17 questions and one
must type their answer in the discussion box. This portion highlights conventions, writing about,
why and s. This measures written language use and fluency skills using prompts with sentence
responses and essay writing (CT Dept of Ed, 2015).
According to the Connecticut State Department of Education (2015), the LAS uses a
rubric to determine scores. Each section has a rubric. Proficiency levels are on a scale from 1 to
5, 1 being beginning and 5 being above proficient. The score scale for analysis range is 300 to
680 depending on the subject. There is no real qualifying score other than the scale 1 to 5
determining what level of proficiency one has. CT English Language Proficiency Standards
(CELP) sets the standards of comprehension for each grade of ELL. This ranges from grades K
through 12.
Connecticut had identification and exiting procedures for ELL. This means there are
certain criteria for students who would require the program and students who no longer need the
program. Eligible students are students enrolled in a public school grades K to 12, inclusive,
whose dominant language is other than English and proficiency in English does not assure equal
education opportunity in a regular school program. There is a home language survey given. If
one or more answer is other than English then there is an assessment. If they have less than a
proficient score, then they would be considered an English learner (CT State Dept Ed,2015

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[video]). Even if proficient, if the student struggles, the ESL instructor will revisit the home
survey and use observations to determine if they are an English Language Learner (CT State
Dept Ed. 2015[video]). There is a training video for teachers to help identify student the are
ELLs. It's up to the teachers and school professionals to recognize the child is an ELL.
Connecticut follows a need assessment model. In order for a student to exit the program or rather
be proficient there is a set of required scores that is the same for grade k-12. LAS Link scores 4
or 5 and a reading and writing score of 4 or higher to exit the language program.
The data is used for various things, but it is to monitor the progress of ELL students in
their district to adhere to the state laws of Connecticut. Data collected is reported in a data
bulletin each year regarding status of ELLs. For instance it was found that in the 2014-2015
school year there were 80,007 students dominant language was other than English only 43.5%
(34,833) of them were ELs (Performance Office, 2015). Teachers can use this data to help
determine what language programs may be the best suited for their specific group of students.
According to the data there is a heavy concentration of EL learners in the lower grades
(Performance Office, 2015). It is important to help ELLs feel included and connected to the
community because it was reported ELs were expelled or suspended at a higher rate than the
statewide average (Performance Office, 2015). It is also helpful for teachers to identify English
learners that have special needs and mental health issues that are hindering their learning
experience. ESL teachers can make outreach efforts to educate fellow teachers and parents about
the importance of an English learning program. Using this data, ESL teachers can prove the
likelihood of misconduct and poor class performance if the EL program is not taken advantage
of. It is necessary to know a learner's needs including objectives, language attitudes, expectations

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form the course and learning habits to design an effective curriculum, including assessment
(Kayi, 2008). First regular educators can help identify EL students in their classrooms. Regular
teachers can have office hours with the EL student and the ESL instructor can review material or
expectations in class.

References
CT state department of education (2015) [presentation & video] LAS links Online Digital Library.
Retrieved: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320848

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Esquinca, A., Yaden,D., Rueda, R.(2005) Current language proficiency tests and their implications for
preschool english language learners. International Symposium on Bilingualism.
Kayi, H.(2008) Developing and esl curriculum based on needs and situation analyses: A case study.
Journal of Language and Linguistic Studies, 4(1).
Performance Office (2015, Aug) Data bulletin: Connecticuts english learners (grades k-12), school
2014-2015. Connecticut State Department of Education, Bureau of Data Collection,
Research and Evaluation. Retrieved:
http://www.sde.ct.gov/sde/lib/sde/pdf/evalresearch/el_databulletin_aug2015.pdf