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Provides a starting point to review existing school processes, use Alberta K–12 ESL Proficiency Benchmarks, and gather ongoing evidence. Includes reflective practice indicators, notes on recognizing learner diversity, developmentally appropriate strategies, latency effects, and age-appropriate content and graphics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/language-proficiency-assessment-supporting-english-language-learners/448271/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/language-proficiency-assessment-supporting-english-language-learners/448271.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why should English language learners be assessed when they arrive at school?","Question",{"text":112,"@type":113},"To identify students’ language needs and inform planning for instruction. Assessment establishes the English proficiency level of each learner.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How often should language proficiency be assessed during the school year?",{"text":117,"@type":113},"English language learners should be assessed periodically throughout the year to determine how proficiency is developing. Additional assessment may also be needed for students with suspected learning needs affecting language skill acquisition.",{"name":119,"@type":110,"acceptedAnswer":120},"What considerations support effective and fair language proficiency assessment?",{"text":121,"@type":113},"Assessment should recognize learner diversity and use developmentally appropriate strategies that allow multiple ways to demonstrate understanding. It should minimize cultural bias, use age-appropriate materials, and consider factors like first-language proficiency, prior schooling, and health or trauma that may impact learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},448271,1791693195,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Supporting English Language Learners  \nAssessment Tools & Strategies  \nLanguage Proficiency Assessment  \nThis resource can be accessed online at:  \n[http://www.learnalberta.ca/content/eslapb/languageproficiencyassessment.html](http://www.learnalberta.ca/content/eslapb/languageproficiencyassessment.html)  \nAbout this Resource  \nWhen English language learners arrive for the first time at school, their English language proficiency needs to be assessed to identify student needs and inform planning for instruction. English language learners should also be assessed periodically throughout the year to determine how their language proficiency is developing. Occasionally, individual students may require additional assessment to identify if they have additional learning needs that may be interfering with their acquisition of language skills.  \nAs part of this process, teachers can use the Alberta K–12 ESL Proficiency Benchmarks to establish the English language proficiency levels of each English language learner.  \nGetting Started  \nExamine your school’s current processes for the language proficiency assessment of English language learners and decide what is working and what can be improved.  \nSee Reflecting on School Practices: Language Proficiency Assessment on page 2.  \nReflecting on School Practices: Language Proficiency Assessment  \n\n| 1: not evident, 2: emerging, 3: evident | 1 | 2 | 3 |\n| --- | --- | --- | --- |\n| Initial assessment process in place to gather information on the English language proficiency of English language learners new to your school. |  |  |  |\n| Classroom teachers are able to use the Alberta K–12 ESL Proficiency Benchmarks. |  |  |  |\n| The unique background of each student is considered during the assessment process. |  |  |  |\n| Aassessment materials used align with the developmental age of the students. |  |  |  |\n| Cultural bias is minimized during the assessment process. |  |  |  |\n| Processes are in place to gather ongoing information to assess and monitor language proficiency development throughout the school year. |  |  |  |\n| The language proficiency levels of English language learners are communicated as part of the student’s progress report at each reporting period. |  |  |  |\n| Processes are in place to gather more in-depth information when additional assessment about language proficiency is required. |  |  |  |\n| School staff, students, their parents and community stakeholders collaborate to develop plans to support the English language learner. |  |  |  |\n| School staff is able to understand and interpret diagnostic assessments and use this data to inform classroom instruction and identify supports an individual student may require. |  |  |  |\n\nNotes:  \nConsiderations for Assessing Language Proficiency  \nRecognizing Diversity  \nTo be effective, assessment must recognize the diversity of learners and allow for differences in styles and rates of learning. To accurately assess English language learners, variations in students’ English language skills, along with the other growth and development variations based on their age, must be considered.  \nConsider the background information gathered during the initial intake and other important factors that may impact student learning and knowledge; e.g.,  \n• proficiency and student achievement in first language  \n• prior schooling experience  \n• trauma due to war or other factors  \n• health, physical and other characteristics that may impact learning  \n• involvement of parents and guardians  \n• family and cultural values.  \nDevelopmentally Appropriate Assessment  \nDevelopmentally appropriate assessment calls for the use of a range of assessment strategies because English language learners need a variety of ways to demonstrate their understanding. The lower the language proficiency, the more important it is to use assessment techniques beyond pencil and paper tasks. Developmentally appropriate assessment provides opportunities for students to show what the","cbCaiuIXXhWZtUfF","https://ap.wps.com/l/cbCaiuIXXhWZtUfF","pdf",376467,24,"English","# About this Resource\n# Getting Started\n# Reflecting on School Practices: Language Proficiency Assessment\n## Assessment indicators (1-3)\n# Notes: Considerations for Assessing Language Proficiency\n## Recognizing Diversity\n## Developmentally Appropriate Assessment\n## Latency Effect\n## Age-appropriate Content and Graphics\n## Differences between Receptive and Productive Language Skills","[{\"question\":\"Why should English language learners be assessed when they arrive at school?\",\"answer\":\"To identify students’ language needs and inform planning for instruction. Assessment establishes the English proficiency level of each learner.\"},{\"question\":\"How often should language proficiency be assessed during the school year?\",\"answer\":\"English language learners should be assessed periodically throughout the year to determine how proficiency is developing. Additional assessment may also be needed for students with suspected learning needs affecting language skill acquisition.\"},{\"question\":\"What considerations support effective and fair language proficiency assessment?\",\"answer\":\"Assessment should recognize learner diversity and use developmentally appropriate strategies that allow multiple ways to demonstrate understanding. It should minimize cultural bias, use age-appropriate materials, and consider factors like first-language proficiency, prior schooling, and health or trauma that may impact learning.\"}]","Language Proficiency Assessment - Supporting English Language Learners | PDF",1790726371]