1 Guide to Navigating and Using AZELLA Reports .docx

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Guide to Navigating and Using AZELLA Reports

Arizona Department of Education

A publication of the Assessment,
OELAS (Office of English Language Acquisition Services), and
Accountability divisions

revised 10/6/2016

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Contents
Contents
...............................................................................................
......................................................................2

OVERVIEW
...............................................................................................
...................................................................3

NAVIGATING AZELLA Reports
...............................................................................................
..................................3

PearsonAccess and Arizona Department of Education (ADE)
Reports ...................................................................3

AZELLA USERS
...............................................................................................
..........................................................4

TRAINING – PART I: AZELLA REPORTS
...............................................................................................
.........................6

UNDERSTANDING AZELLA REPORTS - PearsonAccess
............................................................................................6

Understanding the Individual Student Report
...............................................................................................
....6

Understanding the Proficiency Roster Report
...............................................................................................
.. 16

Kindergarten Placement Test Reports
...............................................................................................
.............. 19

TRAINING – PART II
...............................................................................................
................................................... 20

UNDERSTANDING AZELLA REPORTS – ADEConnect

............................................................................................
20

Overview of SDELL Reports
...............................................................................................
.............................. 20

How to Gain access to ADEConnect
...............................................................................................
................. 20

SDELL70 – AZELLA Student Test History Report
...............................................................................................
21

SDELL71 - ELL Program Participation Report
...............................................................................................
.... 23

SDELL72 – AZELLA Roster Report
...............................................................................................
...................... 25

SDELL73 – ELL Student Need Report
...............................................................................................
................. 26

AZELLA Corrections
...............................................................................................
........................................... 29

TRAINING – PART III
...............................................................................................
.................................................. 30

Using AZELLA Reports for Instruction

...............................................................................................
................... 30

How to use the AZELLA report with the English Language
Proficiency Standards .......................................... 30

AZELLA Blueprint
...............................................................................................
.............................................. 32

AZELLA Scoring Rubrics
...............................................................................................
..................................... 33

TRAINING – PART IV
...............................................................................................
................................................. 34

Using AZELLA Reports for Data Management
...............................................................................................
...... 34

How to use the AZELLA report for data management specific to
accountability and funding. ...................... 34

CONCLUSION – PART V
...............................................................................................
............................................. 36

The Importance of Good Documentation
...............................................................................................
................ 36

Final Remarks
...............................................................................................
........................................................... 36

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OVERVIEW

NAVIGATING AZELLA Reports
PearsonAccess and Arizona Department of Education (ADE)
Reports

The AZELLA is Arizona’s English language proficiency
assessment. The purpose of this guide is to assist educators
to understand and use the Arizona English Language Learner
Assessment (AZELLA) reports available in
PearsonAccess and on the ADE website.

The AZELLA was developed to test the Arizona English
Language Proficiency Standards (ELPS). In alignment with
the ELPS, AZELLA is designed to test the domains of
Listening, Reading, Writing, and Speaking. Grade span
clusters match the ELPS and tests are specifically designed for
each of the five Stages, I-V. AZELLA test items
cover the range of the ELPS proficiency levels: Pre-Emergent,
Emergent, Basic, and Intermediate. Students
scoring Proficient on the AZELLA are considered to have met
the knowledge, skill, and ability requirements of
the ELPS.

AZELLA District Test Coordinators invest their time to ensure
that the AZELLA is administered in a consistent
manner to yield reliable results. Once the test has been

administered and the test results are published, it is the
responsibility of district educators to use the AZELLA score
report information to improve the educational
outcomes for English Language Learner (ELL) students.

AZELLA testing occurs in two major categories: Placement
testing and Annual Reassessment. Placement testing
occurs all year for new students who require testing, students
without recent AZELLA scores, and for students
who meet other requirements for placement testing. The Annual
Reassessment is required for all continuing ELL
students and all parent withdrawn ELL students, and occurs in a
specific time period each spring. See the
AZELLA Reference Manual for more information on Placement
and Annual Reassessment testing. Student
reports are essentially the same for both of these purposes.

The PearsonAccess website provides a variety of current-
school-year reports available for convenient
downloading. The Individual Student Report and the Student
Roster Report are two key AZELLA
reports. The Individual Student Report is provided in both
electronic and print versions and the Student Roster
Report is provided in an electronic version. Also available on
the PearsonAccess website is a Student Data File.
This file, available only in an electronic format, contains
significantly more information than the paper reports.
The Student Data File is a very useful tool for district personnel
who choose to create their own customized data
reports. Directions on how to access the Placement and
Reassessment reports and download the Student Data
File from the Pearson website are available on the
PearsonAccess landing page found at
http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/
QuickLink/az.

http://www.pearsonaccess.com/cs/Satellite?pagename=Pearson/
QuickLink/az

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The ADE website also provides important AZELLA and other
ELL student reports. These reports are available
from the ADEConnect link.

Reports that are available include:

• SDELL70 - AZELLA Student Test History Report
• SDELL71 – ELL Program Participation Report
• SDELL72 – AZELLA Roster Report
• SDELL73 – ELL Student Need Report

All four reports can be found under the AZELLA Corrections
/SDELL Reports option on the ADEConnect menu.
The SDELL70 report provides an individual student’s AZELLA
test history and most recent ELL program history.
The SDELL71 report provides information on a student’s ELL
program participation. The SDELL72 report is an
AZELLA roster report. The SDELL73 report displays students
who have an ELL Need in the current or prior two
years.

These reports are critical for researching a student’s ELL
history whenever a student transfers to a new school or
district. Using these reports, you are able to determine if a
student is currently eligible for, and/or receiving ELL
services. These reports will help you decide if a student

requires an AZELLA Placement test, an AZELLA
reassessment, and/or ELL program enrollment.

AZELLA USERS
Users of the AZELLA score reports fall into several broad
categories: District and School Administrators, AZELLA
District Test Coordinators, ELL and Curriculum Specialists,
Classroom Teachers, and Parents.

District and School Administrators
District and school administrators use AZELLA score reports to
determine staffing needs based on ability-based
grouping of ELL students, to plan for classroom resources
including textbooks, to plan for intervention programs
and summer school, and to inform budget decisions.
Administrators also need to understand how AZELLA score
reports reflect their ELL data and are used for federal state
accountability measures. Federal Title III
Accountability requires that LEAs report the number and
percentage of ELL students making progress toward
English language proficiency and for those who reclassify from
ELL status to English proficient status. AZELLA
scores are used as the basis for these accountability measures.
Moreover, AZELLA score reports display ELL data
that is used for state and federal funding. Using the reports to
ensure ADE has accurate data is crucial to a
school’s and LEA’s accountability and funding.

It is the responsibility of Administrators to be aware of how the
effective use of AZELLA score reporting can be
utilized to improve the educational outcomes for ELL students.
Administrators can use the existing Student
Roster reports or they may choose to create their own custom
reports based on the AZELLA data provided in the
Student Data File.

AZELLA District Test Coordinators
The Superintendent or Charter Holder for each LEA in Arizona
is required to identify an AZELLA District Test
Coordinator. This person is ultimately responsible for AZELLA
test administration. LEAs will approach the

http://www.azed.gov/aelas/adeconnect/

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responsibilities of AZELLA test administration in various ways,
with some District Test Coordinators managing
the responsibilities themselves, and others distributing
responsibilities and tasks. The AZELLA District Test
Coordinator may assign others the ability to administer tests,
score Placement tests, enter student responses,
and view student reports in PearsonAccess.

It is likely that the AZELLA District Test Coordinator will play
a key role in distributing AZELLA test results to those
who need them. It is essential that the AZELLA student results
are provided to teachers with ELLs in their
classrooms and that classroom teachers are trained to read and
use AZELLA reports. A copy of the Individual
Student Report must remain in the student’s cumulative folder.
Currently, the cumulative folder provides the
only complete AZELLA score history. Reports furnished by
Pearson only provide information for students tested
within the district. The AZELLA District Test Coordinator may
need to research the test history of a student who
is enrolled in their district, but did not test in their district.
ADE provides a series of ELL reports that are
available through ADECONNECT. Designated personnel may
access ADE’s AZELLA test history information for

any student enrolled in their district, regardless of where they
tested. The SDELL70 – AZELLA Student Test
History Report is used for this purpose.

ELL and Curriculum Specialists
Curriculum specialists, ELL coordinators, ELL coaches and
other educators who provide support to ELLs should
use AZELLA results to assist in planning instruction and
intervention programs. Evaluating AZELLA results based
on grade, domain, and proficiency levels can provide direction
for instructional planning that accelerates English
language development. Because the ELPS are linked to
Arizona’s College and Career Ready Standards, educators
can expect that students scoring Proficient on the AZELLA have
acquired the level of English proficiency needed
to access mainstream class work. AZELLA provides useful
information for instructional planning purposes. ELL
and Curriculum Specialists may use the Student Roster reports
or can create custom reports based on AZELLA
data provided in the Student Data File.

Classroom Teachers
Classroom teachers use AZELLA reports to improve instruction
at the classroom level and at the individual
student level. Proficiency levels reported by AZELLA match
those of the ELPS. Instruction should be based on
the proficiency levels of the students in Reading, Writing,
Listening, and Speaking. Classroom teachers will use
both the Student Roster reports and the Individual Student
Reports. AZELLA scores need to be available to
classroom teachers who have ELL students.

Parents
Parent notification is required when students are placed into
ELL services. ELL Coordinators and/or teachers
need to schedule time to meet with parents to discuss AZELLA

results. Parents should receive a copy of the
Individual Student Report, which is available in English or
Spanish. The narrative explanation that accompanies
the Overall Proficiency Level on the student report is a good
place to begin the discussion with parents. This
narrative provides a high level summary of the general language
ability of a student at that Overall Proficiency
Level. Domain scores should be used to discuss strengths and
weaknesses in the individual domains of Reading,
Writing, Listening, and Speaking.

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TRAINING – PART I: AZELLA REPORTS

UNDERSTANDING AZELLA REPORTS - PearsonAccess

Understanding the Individual Student Report

The first step in using the AZELLA reports is to understand
what is included in the Individual Student Report. This
report is produced only for students with a valid, completed,
and scored AZELLA. Below is a mock-up of the
Stage I – Stage V Individual Student Report. The Kindergarten
Placement Test is different and that report will be
discussed separately.

A – Header information
B – Student demographic information
C – Student score information
D – Student overall proficiency level and ELL designation

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Header Information

Note that the test administration is reported. For Placement
Test reports, this will state “Placement.” For
annual reassessment in Spring 2015, the header information will
state “Spring 2015.”

Student Demographic Information

This area reports the information about the student. If a Pre-ID
Label is used, this information is
obtained from data in AzEDS. If this is a new student or a
Placement Test, the information is collected
from the demographic page of the answer document or test
book. If there are errors in this
information, corrections may be made using the AZELLA
Corrections application on ADEConnect.

• The student name is reported by last name followed by first
name.
• The SAIS ID is Arizona’s unique state student identification
number.

• Student birth date is reported.
• Student grade is reported.
• The student language program as of the test date is reported.
• Dist-Sch # is the District-School entity number.
• Student’s school name, at time of testing, is reported.
• Student’s district name, at time of testing, is reported.

B

A

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Student Score Information

Reporting Element: Domain Scores

Student scores are reported for each domain (sometimes called
sub-test).

• Reading
Reading items are all multiple choice. Many Reading test items
are constructed around a reading
passage and have two-to-four test questions associated with that
passage. Based on Lexile levels, each
Stage includes a range of grade-appropriate passages to cover
the multiple grades included in the Stage
test.

• Writing

Writing items include a mixture of multiple choice and open-
ended responses. Every Writing sub-test
includes two or three opportunities for students to provide
extended writing responses. A variety of
modes are used for the extended writing responses including
Narrative, Expository, Persuasive, and
Functional. These items require a well-constructed, on-topic
paragraph response. Students are
provided with blank scratch paper so that they may organize
their thoughts and draft their responses
before writing their final responses on their answer pages.
Rubrics are used to score the open-ended
Writing items. See Part II for more information on the AZELLA
rubrics.

• Listening
The Listening test is delivered via an audio recording – either
from a CD or downloaded from the
PearsonAccess website. Students listen to a variety of passages
and for each passage are asked to mark
their answers to one or two related multiple choice questions on
their answer pages.

• Speaking
The Speaking test is delivered via telephone. Students are
asked a series of open-ended questions,
followed by 10 repeat items. All items are scored
electronically, based on the AZELLA scoring rubrics.
See Part II for more information on the AZELLA rubrics.

C

Domain

Scores

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Reporting Element: Additional Scores

Additional student scores are reported. Oral and
Comprehension scores have been required for federal
reporting purposes and are intended to assist educators in
understanding the language needs of an ELL
student. The Language Score is a new addition to the AZELLA.
The Language Strand is not tested
directly, but it is assessed as a secondary element of test items.
Not reported on the Individual Student
Report or the Student Roster Report is a Literacy Score. This
score is a combination of Reading and
Writing scores, and is reported on the student data file, only.

• Language
The Language score provides a secondary indicator for items
that are aligned to the Language Strand of
the ELPS. All test items are designed to align to a primary
ELPS performance indicator from the Domain
of Reading, Writing, Listening, or Speaking. Items that align to
both the primary performance indicator
and also explicitly to an element in the Language Strand are
included in the Language score. The
Language score is a reflection of three major Language Strand
categories from the ELPS: Parts of Speech;
Phrase, Sentence, and Question construction; Vocabulary. The
Language score is intended as an
indicator of proficiency in the Language Strand for instructional
purposes.

• Oral
The Oral Score is a combination of the Listening and Speaking
scores.

• Comprehension
Comprehension is a combination of the Reading and Listening
scores.

Additional
Scores

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Reporting Element: Total Combined Score

The Total Combined Score is the combined score of all four
domains. The contribution to the total point value of
the test for each of the Domains to the Total Combined Score
varies by Stage.

Reading Writing Listening Speaking
Stage I 28% 28% 22% 22%
Stage II 34% 26% 19% 21%
Stage III 32% 32% 17% 19%
Stage IV 33% 33% 16% 18%
Stage V 33% 33% 16% 18%

Total
Combined
Score

Domain contribution to Total Combined Score by Stage

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Reporting Element: Scale Scores

In order to report scores in a consistent manner, AZELLA
reports use scale scores. Scale scores for all of the
Domain Scores and the Additional Scores range from 100 to
400, with higher numbers indicating a higher level
of ability. All scale scores are equated across test forms and
years. It is the scale score, not the raw score, that
is used to determine proficiency.

For all Domain and Additional scores, a score of 250 or greater
is in the Proficient range. A score of 230 to 249 is
in the Intermediate range. A score of less than 230 will fall into
the Pre-Emergent/Emergent/Basic range.

The Total Combined Score is a separate scale ranging from
2000 to 3000. For Stages I and V, there is a single cut
score for each proficiency level. For Stages II, III, and IV each
grade has a different cut score for each of the
reported proficiency levels.

Scale
Scores

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Total Combined Cut Scores
Total Combined “Proficient” score alone does not determine
Overall Proficiency Level of “Proficient”

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Reporting Elements: Proficiency Levels

Student English proficiency levels are reported based on test
scale scores. The Arizona ELPS are constructed
around five Proficiency Level Descriptors. Listed from the
lowest to the highest designations, these are Pre-
Emergent, Emergent, Basic, Low Intermediate, and High
Intermediate. The knowledge, skills, and abilities
included in the ELPS are detailed at various proficiency levels.
A performance task for a specified proficiency
level is called a Performance Indicator. The Performance
Indicators reflect the knowledge, skills, and abilities
that a student should demonstrate as he/she progresses toward
Proficient status. The AZELLA is built to test
these Performance Indicators. Proficient status is obtained once

a student demonstrates competency in the
Intermediate Performance Indicators.

Overall Proficiency Level

A check box indicates the student’s Overall Proficiency Level.
For the purpose of the Individual Student
Report, a very brief narrative snapshot of the student’s English
language proficiency is provided.

The determination of a student’s eligibility for ELL services is
based on the student’s Overall Proficiency
Level. If a student scores Proficient, he/she is not eligible for
ELL program placement. If a student scores at any
other Overall Proficiency Level he/she is considered ELL and is
eligible for ELL program placement.

Whenever the Total Combined Score is Intermediate, Basic, or
Pre-Emergent/Emergent, the Overall
Proficiency Level will match the proficiency level reported for
the Total Combined Score.

When the Total Combined Score is Proficient, the Overall
Proficiency Level is determined based on three
scores: Total Combined score, Reading score, and Writing
score. In order to obtain an Overall Proficiency Level

D

Proficiency
Levels

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of Proficient, the student MUST score Proficient in Reading and
Writing and Total Combined. If any one of these
three scores is below Proficient, the student will not score
Proficient.

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How does a Proficient student look on the student report?

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Understanding the Proficiency Roster Report

How to use the AZELLA report for grouping students

The Models of Structured English Immersion require schools to
utilize English language ability-based grouping to
place students in SEI classrooms. Overall Proficiency levels
are based on student AZELLA scores. Schools with
high numbers of ELLs may have multiple SEI classrooms
dedicated to specific language abilities. When making
classroom assignments, generally, the number of students at a
given overall proficiency level will determine
classroom placements. AZELLA roster reports are very helpful
for this purpose.

Spring Reassessment Reports

Annually, AZELLA scores are provided to LEAs electronically
through PearsonAccess, followed by print reports.
Score reports are needed to plan for ELL services for the
upcoming school year. Each individual student’s English
language proficiency scores need to be evaluated to determine if
the student is eligible for ELL services.
Students who have attempted the test, but do not have a
complete, valid, and scored test result, will not receive
an Individual Student Report. Partial score information for
these students will be found in the roster reports.

Each student’s Overall Proficiency Level is the determining
factor when evaluating if a student is eligible for ELL
services. An Overall Proficiency Level of Proficient will
establish that the student is Not Eligible for ELL Services.
Any Overall Proficiency Level other than Proficient establishes
that the student is Eligible for ELL Services.

In those rare cases when the student’s Speaking test was not
successfully completed, that student may need to
be administered a Placement test at the start of the upcoming
school year to obtain a current AZELLA score for
placement purposes. The unsuccessful Speaking attempt is
reflected on the score report by the designation
“Nonscorable Speaking.”

Overall Proficiency Level

Nonscorable Speaking

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The Proficiency Roster Report is organized to be helpful to
district and school administrators as they configure
classrooms. Reports are designed to break by grade. Student
Overall Proficiency Levels are grouped under grey
row headings (i.e., Invalidated, Incomplete Test, Pre-
Emergent/Emergent, Basic, Intermediate, Proficient).

Grade

SCORE RESULTS
GROUPING
CATEGORIES

Invalidated

Incomplete

Pre-Emergent

Basic

Intermediate
Proficient

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Alphabetical Roster Report

The Alphabetical Roster Report assists with student classroom
assignments. The report indicates the school,
grade levels, and names of the students and provides a
convenient report for looking up an individual student’s
AZELLA results.

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Kindergarten Placement Test Reports
Kindergarten Placement Test reports are different from other
reports and are much simpler. Only a single scale
score and proficiency level are delivered. The Proficiency
Roster Report Detail is an effective tool for ability-
based grouping.

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TRAINING – PART II

UNDERSTANDING AZELLA REPORTS – ADEConnect

Overview of SDELL Reports

Several important ELL student reports are available from the
ADE home page under the ADEConnect link at
https://www.azed.gov/aelas/adeconnect. The SDELL70 report
provides an individual student’s AZELLA test
history and most recent ELL program history; the SDELL71
report provides information on a student’s ELL
program participation; the SDELL72 report is an AZELLA
roster report; and the SDELL73 report is an ELL Student
need report. These reports are critical for researching a
student’s ELL history whenever a student transfers to a
new school or district. Using these reports, you are able to
determine if a student is currently eligible for,
and/or receiving ELL services. These reports will help you
determine if a student requires an AZELLA Placement
test and/or a spring reassessment. All reports can be
downloaded in a PDF or CSV file format for ease of use.

The AZELLA Corrections application is a tool designed for
LEAs to correct errors due to a mismatch between test

record student data and SAIS student data. The application
should be monitored regularly for timely correction
of student data.

How to Gain access to ADEConnect

If you currently do not have access to ADEConnect, but need
access, you need to contact your LEA’s local entity
administrator to request permission for access to the AZELLA
Corrections / SDELL Reports. There is only one (1)
designated role of “AZELLA District Test Coordinator” in
ADEConnect for each district. All others may have the
role of “ELL” in ADEConnect. Both of these roles have access
to the AZELLA Corrections / SDELL Reports. Entity
administrators may contact the ADE Support Center at 602-542-
2222 or, [email protected] for assistance.
This document will discuss the reports found under the
AZELLA Corrections / SDELL Reports.

mailto:[email protected]

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SDELL70 – AZELLA Student Test History Report

Once access is provided to the ADEConnect application for an
appropriately credentialed user, the AZELLA
Corrections / SDELL Reports option will be available for
selection. From the landing page, select SDELL Reports.
When the page updates, select the SDELL70 – AZELLA Student
Test History Report. This is an assessment report

that provides information by student regarding AZELLA test
and ELL program participation history. The student
lookup is by SAIS ID number. This report is intended for use
with students who are currently enrolled or seeking
enrollment in your LEA/school. The disclaimer identifies the
purpose of this report and must be read and
acknowledged prior to use. This report is monitored and any
misuse is a violation of state and federal law. After
reading and acknowledging the disclaimer, you can enter a SAIS
ID number in the box and click on “View
Report”.

The SDELL70 Report will assist LEAs to determine the
eligibility of a student for ELL program services. The
testing history should reflect an initial Placement Test followed
by an annual Spring Reassessment. Once a
student has an Overall Proficiency Level of Proficient, the
student is exited from the ELL program and is
monitored for two years using the statewide academic
assessment and other academic indicators. The SDELL70
Report should be accessed for all newly-enrolled students who
have any PHLOTE response of a language other
than English. In order to provide timely services and to avoid
unnecessary testing, an LEA has the ability to
check the AZELLA test history of a student as soon as the
student is enrolled. It is not necessary for the student
to have been tested within that LEA. You will be able to
determine if a student is “Eligible for ELL Services” or
“Not Eligible for ELL Services”.

The “Assessment History” section of the student report includes
the Overall Proficiency Level of all scored

AZELLA tests. The “Most Recent Assessment Details” reports
the AZELLA Oral, Reading, Writing, and Total
Combined sub-scores. The Most Recent ELL Program History
section reports selected program participation
information. Three “Types” could be reported: Most Recent
ELL Program; Most Recent Parent Withdrawal; and
Most Recent SPED Withdrawal. The most recent transaction
posted in the student information system will be
reported in this area along with the effective date. Utilize this
information to determine the appropriate ELL
program placement for a student as well as determine if the
student needs placement testing or an annual
reassessment. This information will also assist educators as
they develop each student’s instructional plan. The

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report is updated regularly and reflects new information as it is
uploaded into SAIS. Current ELL program
participation information in SAIS helps to ensure that students
receive timely and appropriate services.

SDELL70 Report

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SDELL71 - ELL Program Participation Report

The SDELL71 – ELL Program Participation Report is a report
that provides information on the services provided
to ELL students at a specific district or charter. The report is
available historically for each school year. Included
in the annual report are the students who were entered into
services for that individual district or charter and
whether or not those students passed integrity. If a student has
an assessment that determines that he or she is
eligible for ELL services, those services must be reported to
ADE. The program choices (reported in the Program
field) include the following:

A4 - Structured English Immersion (SEI) 4-Hour Model
A3 - Structured English Immersion (SEI) 3-Hour Model
A2 - Structured English Immersion (SEI) 2-Hour Model
B1 - Bilingual/Dual Language with Waiver 1
B2 - Bilingual/Dual Language with Waiver 2
B3 - Bilingual/Dual Language with Waiver 3
IP - Individual Language Learner Plan
PW - Parent Withdrawn ELL

The SDELL71 Report also documents for the LEA the ELL
Program Exit Reason. The following are the applicable
ELL Program Exit Reasons:

ELL01 - Reclassified as FEP by Reassessment
ELL02 - Withdrawn from school
ELL05 - Transferred to a different program
ELL06 - End of school year
ELL07 - Withdrawn due to SPED Criteria
ELL08 - Transferred to Different Track.

One student record is reported on each line of the report. At
ADE this report is used by the Office of English
Language Acquisition Services, School Finance, and
Accountability. Questions on this report should be directed
to those offices.

(See next page for visual.)

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SDELL71 Report

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SDELL72 – AZELLA Roster Report

The SDELL72 - AZELLA Roster Report is an annual report
based on fiscal year. The current year plus three
previous fiscal years are available for viewing. Included in this
report is every student AZELLA test administered
in that district, reported school-by-school, during the report
year. This report does not vary based on changes
in enrollment. For this report, the student always reports in the
district where he/she was tested. This report
includes all AZELLA test results administered during the
selected year. The report is updated regularly and
reflects new information as it is uploaded into ADE’s student
record system. Student data is reported by district,
school, stage and grade. The AZELLA results that are reported
include the Overall Proficiency Level, Total
Combined, Oral, Reading and Writing scale scores and
proficiency levels. Finally, whether the student is Eligible
or Not Eligible for ELL Services is reported.

SDELL72 Report

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SDELL73 – ELL Student Need Report

The SDELL73 - ELL Student Need Report is an annual report

that displays all students in a school/LEA that have an
ELL Need in the current or prior two fiscal years. This report is
intended to be used in conjunction with the
SDELL70 Report to determine the students who need to be
placed into ELL services and annually reassessed. In
addition, this report will help “catch” students whose PHLOTE
responses were all English but have an AZELLA
and ELL history. Once a student attains an overall proficiency
level of “Proficient” s/he will no longer be on this
report.

The report is updated regularly and reflects new information as
it is uploaded into AzEDS. Once the student is
enrolled in the school/LEA and that information is uploaded to
ADE, if the student has an ELL Need in the
current or prior two fiscal years the student will show on the
report. The report will display general
demographic information including SAIS ID, last name, first
name, and grade. Additionally, the student will also
be placed into one of the following ELL Groups:

1 = ELL Need (And no current year ELL program enrollment)
2 = ELL Need and current year ELL program
4 = Parent Withdrawn in FY11 through current year
7 = Student needs a Placement Test administered due to
revisions in the AZELLA program at the end
of SY 15-16

Students in ELL Group = 1 require a conversation with the
parent regarding ELL services. If the parent elects to
place the child in an ELL program, once the ELL program
enrollment data is uploaded to ADE the group will
change from 1 to 2. If the parent elects to not place the child in
an ELL program, once that Parent Withdrawn
ELL data is uploaded to ADE the group will change from 1 to 4.

Students should not remain in group 1.

Students with ELL Group = 1, 2, or 4 must be annually
reassessed in the spring. The only exceptions to testing
annually in the spring are the following situations:

• Student is new to the state and completes his/her first
placement test after January 1 in the current
year.

• Student transferred during the spring testing window and has
already been reassessed at his/her prior
school/LEA.

Also displayed on the report is the qualifying AZELLA test date
for the student, as well as the upload date that
ADE received the data. Finally, this report shows the integrity
result from the SDELL71 for each student. The
integrity column can show three options:

• “Passed” – integrity has passed for this student.
• “Failed” – this student has failed integrity.
• “Not Run” or a Null Value – the student’s data has not yet
gone through integrity.

Students who “Failed” integrity need to have the incorrect
element of their data addressed. See “How to Use
the AZELLA Report for Data Management” below regarding
how to find the data error and how to fix it. Some

27

students might not have a null (aka, missing) value or will show
“Not Run” for their integrity result. If the report
displays “Not Run” for integrity, simply wait a week or two and
check again to see if integrity has since run. As
integrity runs the “Not Run” label should change to “Passed” or
“Failed”. In certain cases a null value might
exist; for example, students who were Parent Withdrawn in any
year but the current one. In this Parent
Withdrawn circumstance a null value is acceptable because
these students are not currently enrolled on the
SDELL71 and do not, therefore, go through integrity. Students
who are Parent Withdrawn in the current year
should never have a null value. In other cases, for example,
students who are ELL Group = 1, a null value is
unacceptable because no one has yet to enroll these students in
an ELL program in the current year. Once an
ELL program enrollment occurs, the null value will be changed.

This report is designed for informational purposes and can be
used to ensure best practices for students with an
ELL need. This report is not intended to remove or replace the
use of the SDELL70 Report; however, it will be a
way to see all students with an ELL need in your school/LEA
once their enrollment information is uploaded to
ADE. For more detailed information on each student, such as
AZELLA and ELL program history, a SDELL70 Report
should be pulled. This report is intended to be utilized for data
management purposes as well as for AZELLA
reassessment purposes. Check this report to validate ELL
student program enrollment and ELL Group.
Additionally, no test list will be posted by the ADE
Accountability unit as this report will be live all year long and
available to the field. Any ELL data uploaded to ADE will post
to this report and guide test coordinators on which
students must be reassessed.

(See next page for visual.)

28

SDELL73 Report

29

AZELLA Corrections

The AZELLA Corrections application is used to identify and
correct matching errors between test record student
data and the SAIS student data. Corrections made in this
application will not be reflected in the Pearson reports,
which will remain unchanged. The application should be
monitored regularly in order to make timely
corrections. Instructions for making corrections are included on
the application page. Students remaining in the
Corrections application cannot be counted for accountability or
enrolled in ELL programs the following year;
thus, it is imperative that all AZELLA Corrections are fixed.

30

TRAINING – PART III

Using AZELLA Reports for Instruction

How to use the AZELLA report with the English Language
Proficiency Standards
The AZELLA is a criterion-referenced test that assesses the
English Language Proficiency Standards (ELPS).
Proficiency levels on the score reports reflect the attainment of
the skills detailed in the ELPS. It is important to
recognize that any single administration of the AZELLA cannot
test ALL the proficiency levels of all the
Performance Indicators within the Standards. The full set of
Performance Indicators that are tested are
represented by a limited number of items. Educators should use
the AZELLA results to find a tentative starting
point for each domain in the ELPS for each of their ELL
students. Using classroom assessments, educators can
more precisely determine which of the Performance Indicators
in the ELPS the student has achieved. The goal is
to accelerate English language acquisition by progressing
systematically through the ELPS from the student’s
starting point to achievement of the High Intermediate skills.

The claim for the AZELLA is that it is constructed using

appropriate assessment tasks that return a valid and
reliable score reflecting the test taker’s level of English
language proficiency based on the ELPS. A score of
Proficient is designed to represent a good working knowledge of
English, which means that the student will have
the ability to access regular classroom instruction in English.
As a consequence of the test results, students
scoring less than Proficient are identified as ELL and are to be
provided with targeted instruction to support
English language development.

An example of how to use the AZELLA score report to begin
instructional planning is provided below.

31

Instruction should begin with
the Pre-Emergent, Emergent,
and Basic Performance
Indicators from Stage III of the
ELPS. The goal is to progress
to High Intermediate.

This Individual Student Report
states that the Grade 4
student scored at
Pre-Emergent/Emergent/Basic

proficiency level in Writing.

32

AZELLA Blueprint
Background
Knowledge of the structure of AZELLA is helpful in
understanding the use of test results. During the
development process, decisions were made that would balance
the length of the test with levels of specificity
that could be validly reported as score results. Used as a
Placement Test or an annual Reassessment, the AZELLA
provides summary information on a student’s overall English
proficiency and on the student’s proficiency in the
domains of Reading, Writing, Listening, and Speaking. It is
expected that during the course of the year, interim
assessments will be used within the classroom to monitor
progress in English language acquisition.

The AZELLA Blueprint summarizes the contribution of each of
the language domains - Reading, Writing,
Listening, and Speaking - to the Total Combined Score.
Arizona’s ELPS were designed to be comprehensive in
scope and sequence, detailing the knowledge, skills, and
abilities in the progression toward English language
proficiency. The AZELLA is a criterion-referenced test that is
designed to measure English proficiency based on
Arizona’s ELPS. A test blueprint was constructed using a
thorough analysis of the ELPS to determine which of
the performance indicators could be measured on a standardized
test and which performance indicators should
be used primarily for evaluating performance in the classroom.

In general, a performance indicator would be
considered primarily designed for classroom evaluation if it
required instructional support, group discussion or
other interactive activities, or could not be assessed on a large
scale assessment. This analysis was done over a
period of several months, utilizing the expertise of Arizona
educators, ADE, and WestEd.

The test development team determined that Reading and Writing
skills were essential, especially at the higher
Stages. The AZELLA Test Blueprint reflects this by dedicating
a greater proportion of the test to Reading and
Writing, particularly in Stages III-V.

The AZELLA Blueprint reflects the overall representation of
assessable standards toward the Total Combined
Score. This may be accomplished by weighing certain elements
of the test. For example, at all Stages, the
Speaking test includes 10 repeat items. These items are scored
based on a 6-point rubric. During the scoring
process, these 60 points are reduced to just 4 points which are
calculated into the final score. The Blueprint
reflects the contribution of the repeat items to the Total
Combined Score.

33

AZELLA Scoring Rubrics

The AZELLA includes open-ended responses that are worth
multiple points and are scored based on a range of
performance criteria. These items are included in both the
Writing and the Speaking tests. For example, the
AZELLA requires all students to write a paragraph. The writing
prompts found on the tests are designed
specifically for each stage. In order to provide a valid and
reliable score, criteria have been established for
assigning a score to a student’s response. The criteria are
specified in the scoring rubrics. The AZELLA scoring
rubrics can be found at the “Resources” tab on the ADE-
AZELLA website at http://www.azed.gov/standards-
development-assessment/arizona-english-language-learner-
assessment-azella/

Domain/Standard
Kindergarten

Placement Stage I Stage II Stage III Stage IV Stage V

Reading 17% 28% 34% 32% 33% 33%

Print Concepts/ Phonemic
Awareness/ Decoding 43% 50% 44% 35% 25% 21%

Comprehension 57% 50% 56% 65% 75% 79%
Writing 5% 28% 26% 32% 33% 33%

Applications 0% 33% 32% 39% 36% 36%
Conventions 0% 67% 68% 62% 50% 39%
Process/Elements/Research 100% 0% 0% 0% 14% 26%

Listening 31% 22% 19% 17% 16% 16%
Comprehension 100% 100% 100% 100% 100% 100%

Speaking 47% 22% 21% 19% 18% 18%
Delivery 50% 71% 88% 88% 88% 88%
Repeats 50% 29% 13% 13% 13% 13%

AZELLA Blueprint

http://www.azed.gov/standards-development-
assessment/arizona-english-language-learner-assessment-azella/
http://www.azed.gov/standards-development-
assessment/arizona-english-language-learner-assessment-azella/

34

TRAINING – PART IV

Using AZELLA Reports for Data Management

How to use the AZELLA report for data management specific to
accountability and funding.
The SDELL71, SDELL72, and SDELL73 Reports should be
utilized for data management purposes. Specifically,
these reports contain data that is submitted to ADE by the
LEA/school. Data on these reports are used for state
funding and state and federal ELL accountability. Thus, it is
imperative for LEAs to consistently review their data
and ensure that the data is accurate.

SDELL71 – this report shows ELL program enrollment by
LEA/school and can be pulled by fiscal year. Those
reviewing the SDELL71 should:

1. Check integrity results for each student. The integrity result
can show three options:
• “Passed” – integrity has passed for this student.
• “Failed” – this student has failed integrity.
• “Not Run” – the student’s data has not yet gone through
integrity.

Any student that has failed integrity will not receive state
funding and could impact accountability.
Integrity failures occur when something is wrong with the data
submitted for a student and should be
corrected as soon as they are discovered. One of the key ways
to determine why the student failed
integrity is to pull a SDELL70 Report. Integrity failure reasons
can be found on the ADE School Finance
website (http://www.azed.gov/finance/). If it says “Not Run”
for any students, wait a week or two and
check the report again. Once integrity runs those students
should change to either “Passed” or “Failed”.

a. If the data that needs to be changed is in the current year,
then make those changes in the
student management system and trigger the upload to ADE.

b. If the data that needs to be changed is in the prior year or last
three years, then a 15-915 must
be opened. See School Finance’s website for details (noted
above).

2. Confirm withdrawal codes and dates, if applicable.
3. Ensure all students who are enrolled in an ELL program or
are Parent Withdrawn ELL in the current year

are on the SDELL71 Report.

SDELL72 – this report shows all AZELLA tests given at a
school/LEA and can be pulled for each fiscal year. Those
reviewing the SDELL72 should:

1. Confirm that ADE has the same number of students taking an
AZELLA as the LEA/school does.
2. Use this report to check for students who completed the
AZELLA but are not on the report; these

students could be in the AZELLA corrections application.

35

SDELL73 – this report shows all students with an ELL need in
the current and prior two years. Those reviewing
the SDELL73 should:

1. Confirm that all students on this report have an ELL need.
a. Kindergarten students who completed both the KPT and
AZELLA reassessment in FY14 will not

be on this report unless they were enrolled in an ELL program
in FY15.
b. Once a student tests proficient on the AZELLA s/he will no
longer be on this report.
c. Check to ensure that all students with an ELL need are on the
report.

2. Confirm the ELL Group of each student.
a. Students should not remain in ELL Group = 1 as that means

they have not been placed into an

ELL program.
b. Students that were SPED Withdrawn from the SDELL71 in
the current year but do NOT have a

SPED need in SAIS in the current year will remain in ELL
Group = 2. If the student should truly be
withdrawn due to SPED because the student no longer has an
English language need, then a
SPED need must be in SAIS.

c. Check data specific to enrollment and withdrawal codes. For
example, if a student has been
withdrawn from a school on the SDELL71 report, yet still
shows on the SDELL73 report,
something was not entered correctly for that student. Similarly,
if a student has been parent
withdrawn, but ELL Group = 2, then something was not entered
correctly.

36

CONCLUSION – PART V

The Importance of Good Documentation

Student information is protected information. The current
reporting channels through ADE and Pearson are

limited by privacy requirements. As discussed throughout this
report, you are likely to be limited in your access
to complete records of ELL students who have transferred to
your schools. With the high rate of student
mobility, this is a widespread issue. Timely transfer of
complete student records will greatly assist in providing
continuity of students’ services. Always keep a copy of the
Individual Student Report in the cumulative file. Be
sure to document program placement information as the
information in the SDELL71 Report will not be available
to the new school. When a student leaves your school, be sure
to complete the ELL Program Information
section of the Official Notice of Pupil Withdrawal Form. This
form is located on the ADE website under
Finance/IT/Business Services; SAIS; Official Notice of Pupil
Withdrawal Form.

Arizona Revised Statute 15-828 (G) states: Within five school
days after enrolling a transfer pupil from a private
school or another school district, a school shall request directly
from the pupil’s previous school a certified copy
of the pupil’s record. The requesting school shall exercise due
diligence in obtaining the copy of the record
requested. Notwithstanding any financial debt owed by the
pupil, any school requested to forward a copy of a
transferring pupil’s record to the new school shall comply and
forward the record within ten school days after
receipt of the request unless the record has been flagged
pursuant to [A.R.S.] section 15-829.

Final Remarks

The AZELLA score reports are essential tools for designing
instructional programs for ELLs. Student achievement
is maximized when all stakeholders including district and

school administrators, ELL coordinators, AZELLA
coordinators and administrators, teachers, and parents all work
together to provide a structured and evidence-
based plan for each ELL student. In addition to the reports
discussed in this guide, many other resources are
provided on the ADE website that can assist in this planning at
http://www.azed.gov/. AZELLA questions may
be sent to [email protected]

http://www.azed.gov/
mailto:[email protected]ContentsOVERVIEWNAVIGATING
AZELLA ReportsPearsonAccess and Arizona Department of
Education (ADE) ReportsAZELLA USERSDistrict and School
AdministratorsAZELLA District Test CoordinatorsELL and
Curriculum SpecialistsClassroom TeachersParentsTRAINING –
PART I: AZELLA REPORTSUNDERSTANDING AZELLA
REPORTS - PearsonAccessUnderstanding the Individual
Student ReportUnderstanding the Proficiency Roster
ReportKindergarten Placement Test ReportsTRAINING – PART
IIUNDERSTANDING AZELLA REPORTS –
ADEConnectOverview of SDELL ReportsHow to Gain access to
ADEConnectSDELL70 – AZELLA Student Test History
ReportSDELL71 - ELL Program Participation ReportSDELL72
– AZELLA Roster ReportSDELL73 – ELL Student Need
ReportAZELLA CorrectionsTRAINING – PART IIIUsing
AZELLA Reports for InstructionHow to use the AZELLA report
with the English Language Proficiency StandardsAZELLA
BlueprintAZELLA Scoring RubricsTRAINING – PART IVUsing
AZELLA Reports for Data ManagementHow to use the
AZELLA report for data management specific to accountability
and funding.CONCLUSION – PART VThe Importance of Good
DocumentationFinal Remarks

Chapter 12
Searching the Network

1

Purpose of Investigation
Internal investigations
Misuse of company resources
Penetration analysis
Intrusion detection

Scope of the Investigation
Local area networks
Application Service Providers (ASP)
Cloud computing

Initial Response
Identify the actual problem
Decide on an action
Should the connections be broken or back-traced?
Is conviction worth the risk of data loss?
Lock down a time frame
Isolate the source of the nefarious activity
Identify the potential suspect(s)

Point of a Response Plan
Have a list of IT personnel available
Have tools in place for analyzing network activity
Prepare secure lines of communication that can’t be tapped
Create and test a plan of action for returning systems to normal

Have a good review process in place

When to do Proactive Collection
Current and ongoing intrusions
Ongoing theft of data
Misuse of company resources
Suspicion of data export
Internal systems may have been compromised
When ascertaining whether malicious software has been
embedded in the system
To determine how the intrusion was accomplished

Proactive Methods
Keyloggers
Can be hardware or software based
May be subject to legal challenge
System auditing
Know what to audit and how
Collect audit logs before they are automatically deleted

Network Capture
Determining authenticity
Proxy servers alter IP addresses
Onion routing encapsulates original packets
IP spoofing rewrites the originating IP address
Identifying traffic
Narrow the range of targeted traffic
Identify a specific acquisition window

Performing a Network Capture
Put network interface into promiscuous mode

Configure utility (such as Wireshark) to collect packets
Identify and configure a storage pool for captured traffic

Analyzing the Capture
Protocol identification
IP address inventory
Message sessionizing
A to B
B to A
A or B to any

Collecting Live Connection Data
A small batch file can collect:
Time/data information
NetBIOS connections
User statistics
File shares open
Open sessions
Collect information only as it currently exists

Post Incident Collection
Event logs
Application log
Security log
System log
Application logs (not Windows)

Router and Switch Forensics
Don’t analyze device over network
Enable logging before connecting to the device
Record all volatile information first
Record time-date stamps

Router Data to Collect
Router OS
Router logs
Startup and running configurations
Routing tables
Access lists
NAT translation tables
List of interfaces

ED395500 1996-05-00 Practical Ideas on
Alternative Assessment for ESL

Students. ERIC Digest.

ERIC Development Team

www.eric.ed.gov

Table of Contents
If you're viewing this document online, you can click any of the
topics below to link directly to that section.

Practical Ideas on Alternative Assessment for ESL Students.
ERIC
Digest........................................................................... 1

NONVERBAL ASSESSMENT
STRATEGIES............................. 2
K-W-L CHARTS................................................................. 3
ORAL PERFORMANCES OR

PRESENTATIONS........................ 5
ORAL AND WRITTEN PRO DUCTS.........................................
6
PORTFOLIOS................................................................... 6
CONCLUSION.................................................................. 7
REFERENCES.................................................................. 7

ERIC Identifier: ED395500
Publication Date: 1996-05-00
Author: Tannenbaum, Jo-Ellen
Source: ERIC Clearinghouse on Languages and Linguistics
Washington DC.

Practical Ideas on Alternative Assessment for
ESL Students. ERIC Digest.

THIS DIGEST WAS CREATED BY ERIC, THE
EDUCATIONAL RESOURCES
INFORMATION CENTER. FOR MORE INFORMATION
ABOUT ERIC, CONTACT

ED395500 1996-05-00 Practical Ideas on Alternative
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ERIC Digest.

Page 1 of 8

ACCESS ERIC 1-800-LET-ERIC
Many educators have come to recognize that alternative
assessments are an important
means of gaining a dynamic picture of students' academic and
linguistic development.
"Alternative assessment refers to procedures and techniques
which can be used within

the context of instruction and can be easily incorporated into
the daily activities of the
school or classroom" (Hamayan, 1995, p. 213). It is particularly
useful with English as a
second language students because it employs strategies that ask
students to show
what they can do. In contrast to traditional testing, "students are
evaluated on what they
integrate and produce rather than on what they are able to recall
and reproduce"
(Huerta-Macias, 1995, p. 9). Although there is no single
definition of alternative
assessment, the main goal is to "gather evidence about how
students are approaching,
processing, and completing real-life tasks in a particular
domain" (Huerta-Macias, 1995,
p. 9). Alternative assessments generally meet the following
criteria:

* Focus is on documenting individual student growth over time,
rather than comparing
students with one another.

* Emphasis is on students' strengths (what they know), rather
than weaknesses (what
they don't know).

* Consideration is given to the learning styles, language
proficiencies, cultural and
educational backgrounds, and grade levels of students.

Alternative assessment includes a variety of measures that can
be adapted for different
situations. This Digest provides examples of measures that are
well suited for assessing
ESL students.

NONVERBAL ASSESSMENT STRATEGIES

"Physical Demonstration." To express academic concepts
without speech, students can
point or use other gestures. They can also be asked to perform
hands-on tasks or to act
out vocabulary, concepts, or events. As a comprehension check
in a unit on Native
Americans, for example, teachers can ask students to respond
with thumbs up, thumbs
down, or other nonverbal signs to true or false statements or to
indicate whether the
teacher has grouped illustrations (of homes, food, environment,
clothing, etc.) under the
correct tribe name. The teacher can use a checklist to record
student responses over
time.
"Pictorial Products." To elicit content knowledge without
requiring students to speak or
write, teachers can ask students to produce and manipulate
drawings, dioramas,
models, graphs, and charts. When studying Colonial America,
for example, teachers
can give students a map of the colonies and labels with the
names of the colonies.
Students can then attempt to place the labels in the appropriate
locations. This labeling
activity can be used across the curriculum with diagrams, webs,
and illustrations.

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Alternative Assessment for ESL Students.
ERIC Digest.

To culminate a unit on butterflies, teachers can ask beginning
ESL students to illustrate,
rather than explain, the life cycle of butterflies. Students can
point to different parts of a
butterfly on their own drawing or on a diagram as an assessment
of vocabulary
retention. Pictorial journals can be kept during the unit to
record observations of the
butterflies in the classroom or to illustrate comprehension of
classroom material about
types of butterflies, their habitats, and their characteristics.

K-W-L CHARTS

Many teachers have success using K-W-L charts (what I
know/what I want to
know/what I've learned) to begin and end a unit of study,
particularly in social studies
and science. Before the unit, this strategy enables teachers to
gain an awareness of
students' background knowledge and interests. Afterward, it
helps teachers assess the
content material learned. K-W-L charts can be developed as a
class activity or on an
individual basis. For students with limited English proficiency,
the chart can be
completed in the first language or with illustrations.
Sample K-W-L Chart

K

Lincoln was important.

His face is on a penny.

He's dead now.

I think Lincoln was a President.

He was a tall person.

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ED395500 1996-05-00 Practical Ideas on Alternative
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ERIC Digest.

Page 3 of 8

W

Why is Lincoln famous?

Was he a good President?

Why is he on a penny?

Did he have a family?

How did he die?

L

Lincoln was President of the U.S.

He was the 16th President.

There was a war in America when Lincoln was President.

He let the slaves go free.

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Alternative Assessment for ESL Students.
ERIC Digest.

Two of his sons died while he was still alive.

Before a unit of study, teachers can have students fill in the K
and W columns by asking
them what they know about the topic and what they would like
to know by the end of the
unit. This helps to keep students focused and interested during
the unit and gives them
a sense of accomplishment when they fill in the L column
following the unit and realize
that they have learned something.

ORAL PERFORMANCES OR PRESENTATIONS

Performance-based assessments include interviews, oral reports,
role plays, describing,
explaining, summarizing, retelling, paraphrasing stories or text
material, and so on. Oral
assessments should be conducted on an ongoing basis to
monitor comprehension and
thinking skills.
When conducting interviews in English with students in the
early stages of language
development to determine English proficiency and content

knowledge, teachers are
advised to use visual cues as much as possible and allow for a
minimal amount of
English in the responses. Pierce and O'Malley (1992) suggest
having students choose
one or two pictures they would like to talk about and leading
the students by asking
questions, especially ones that elicit the use of academic
language (comparing,
explaining, describing, analyzing, hypothesizing, etc.) and
vocabulary pertinent to the
topic.

Role plays can be used across the curriculum with all grade
levels and with any number
of people. For example, a teacher can take on the role of a
character who knows less
than the students about a particular subject area. Students are
motivated to convey
facts or information prompted by questions from the character.
This is a fun-filled way
for a teacher to conduct informal assessments of students'
knowledge in any subject
(Kelner, 1993).

Teachers can also ask students to use role play to express
mathematical concepts. For
example, a group of students can become a numerator, a
denominator, a fraction line, a
proper fraction, an improper fraction, and an equivalent
fraction. Speaking in the first
person, students can introduce themselves and their functions in
relationship to one
another (Kelner, 1993). Role plays can also be used in science
to demonstrate
concepts such as the life cycle.

In addition, role plays can serve as an alternative to traditional
book reports. Students
can transform themselves into a character or object from the
book (Kelner, 1993). For
example, a student might become Christopher Columbus, one of
his sailors, or a mouse
on the ship, and tell the story from that character's point of
view. The other students can
write interview questions to pose to the various characters.

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ED395500 1996-05-00 Practical Ideas on Alternative
Assessment for ESL Students.
ERIC Digest.

Page 5 of 8

ORAL AND WRITTEN PRODUCTS

Some of the oral and written products useful for assessing ESL
students' progress are
content area thinking and learning logs, reading response logs,
writing assignments
(both structured and creative), dialogue journals, and audio or
video cassettes.
"Content area logs" are designed to encourage the use of
metacognitive strategies
when students read expository text. Entries can be made on a
form with these two
headings: What I Understood/What I Didn't Understand (ideas
or vocabulary).

"Reading response logs" are used for students' written responses
or reactions to a
piece of literature. Students may respond to questions--some
generic, some specific to
the literature--that encourage critical thinking, or they may copy
a brief text on one side
of the page and write their reflections on the text on the other
side.

Beginning ESL students often experience success when an
expository "writing
assignment" is controlled or structured. The teacher can guide
students through a
pre-writing stage, which includes discussion, brainstorming,
webbing, outlining, and so
on. The results of pre-writing, as well as the independently
written product, can be
assessed.

Student writing is often motivated by content themes. Narrative
stories from characters'
perspectives (e.g., a sailor accompanying Christopher
Columbus, an Indian who met
the Pilgrims, a drop of water in the water cycle, etc.) would be
valuable inclusions in a
student's writing portfolio.

"Dialogue journals" provide a means of interactive, ongoing
correspondence between
students and teachers. Students determine the choice of topics
and participate at their
level of English language proficiency. Beginners can draw
pictures that can be labeled
by the teacher.

"Audio and video cassettes" can be made of student oral

readings, presentations,
dramatics, interviews, or conferences (with teacher or peers).

PORTFOLIOS

Portfolios are used to collect samples of student work over time
to track student
development. Tierney, Carter, and Desai (1991) suggest that,
among other things,
teachers do the following: maintain anecdotal records from their
reviews of portfolios
and from regularly scheduled conferences with students about
the work in their
portfolios; keep checklists that link portfolio work with criteria
that they consider integral
to the type of work being collected; and devise continua of
descriptors to plot student
achievement. Whatever methods teachers choose, they should
reflect with students on
their work, to develop students' ability to critique their own
progress.
The following types of materials can be included in a portfolio:

www.eric.ed.gov ERIC Custom Transformations Team

Page 6 of 8 ED395500 1996-05-00 Practical Ideas on
Alternative Assessment for ESL Students.
ERIC Digest.

Audio- and videotaped recordings of readings or oral
presentations.

Writing samples such as dialogue journal entries, book reports,
writing assignments

(drafts or final copies), reading log entries, or other writing
projects.

Art work such as pictures or drawings, and graphs and charts.

Conference or interview notes and anecdotal records.

Checklists (by teacher, peers, or student).

Tests and quizzes.

To gain multiple perspectives on students' academic
development, it is important for
teachers to include more than one type of material in the
portfolio.

CONCLUSION

Alternative assessment holds great promise for ESL students.
Although the challenge to
modify existing methods of assessment and to develop new
approaches is not an easy
one, the benefits for both teachers and students are great. The
ideas and models
presented here are intended to be adaptable, practical, and
realistic for teachers who
are dedicated to creating meaningful and effective assessment
experiences for ESL
students.

REFERENCES

Hamayan, E.V. (1995). Approaches to alternative assessment.
"Annual Review of
Applied Linguistics," 15, 212-226.
Huerta-Macias, A. (1995). Alternative assessment: Responses to

commonly asked
questions. "TESOL Journal," 5, 8-10.

Kelner, L.B. (1993). "The creative classroom: A guide for using
creative drama in the
classroom, preK-6. Portsmouth, NH: Heinemann.

Pierce, L.V., & O'Malley, J.M. (1992)."Performance and
portfolio assessment for
language minority students. Washington, DC: National
Clearinghouse for Bilingual
Education.

Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). "Portfolio
assessment in the
reading-writing classroom." Norwood, MA: Christopher
Gordon.

-----

This report was prepared with funding from the Office of
Educational Research and

ERIC Resource Center www.eric.ed.gov

ED395500 1996-05-00 Practical Ideas on Alternative
Assessment for ESL Students.
ERIC Digest.

Page 7 of 8

Improvement, U.S. Dept. of Education, under contract no.
RR93002010. The opinions
expressed in this report do not necessarily represent the

positions or policies of OERI or
ED.

Title: Practical Ideas on Alternative Assessment for ESL
Students. ERIC Digest.
Document Type: Information Analyses---ERIC Information
Analysis Products (IAPs)
(071); Information Analyses---ERIC Digests (Selected) in Full
Text (073);
Available From: ERIC/CLL, 1118 22nd Street, N.W.,
Washington, DC 20037.
Descriptors: Charts, Creative Writing, Dialog Journals, English
(Second Language),
Evaluation Methods, Interviews, Journal Writing, Nonverbal
Communication, Oral
Language, Portfolios (Background Materials), Role Playing,
Science Instruction, Social
Studies, Student Evaluation, Writing Exercises
Identifiers: Alternative Assessment, ERIC Digests
###

[Return to ERIC Digest Search Page]

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ERIC Digest.

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