CTEL 2 Domain 1: Assessment of English Learners Welcome to your CTEL 2 Domain 1: Assessment of English Learners 1. CTEL 2: Assessment of English Learners An English language learner (ELL) consistently performs well in oral assessments but struggles with written tasks. Which of the following could be the most likely cause? Lack of understanding of grammar rules Low proficiency in vocabulary Poor listening skills Weak reading comprehension None 2. CTEL 2: Assessment of English Learners A teacher uses portfolios to assess ELL students' language development over time. What is the primary advantage of this assessment method? It allows students to work collaboratively It provides a comprehensive view of student progress It encourages student competition It is quicker to evaluate than standardized tests None 3. CTEL 2: Assessment of English Learners A new ELL student is assessed to determine their language proficiency level. What assessment tool would most effectively measure this student's current skills? Standardized test Language proficiency test Oral interview Written essay None 4. CTEL 2: Assessment of English Learners In an ELL classroom, what is the primary purpose of formative assessment? To provide ongoing feedback for instructional adjustment To measure overall learning outcomes To determine if students are ready for graduation To compare students' performance with national averages None 5. CTEL 2: Assessment of English Learners A teacher uses a self-assessment questionnaire to evaluate ELL students' language development. Which aspect of learning does this most directly assess? Student motivation Student metacognition Student collaboration Student knowledge retention None 6. CTEL 2: Assessment of English Learners An ELL student receives high marks on vocabulary tests but struggles with reading comprehension. What might be a key reason for this discrepancy? Inability to recognize sentence structure Lack of familiarity with cultural context Limited speaking skills Poor listening comprehension None 7. CTEL 2: Assessment of English Learners A teacher uses peer assessment in an ELL classroom. What is a primary benefit of this assessment method? It reduces the teacher's workload It promotes student collaboration and feedback It eliminates the need for formal grading It focuses on competition among students None 8. CTEL 2: Assessment of English Learners When assessing an ELL student's listening skills, which method would be most appropriate? Oral presentation Dictation test Group discussion Multiple-choice test None 9. CTEL 2: Assessment of English Learners An ELL student scores well on grammar tests but struggles with real-time conversations. What might be the reason for this inconsistency? Difficulty with pronunciation Limited vocabulary Poor listening skills Lack of confidence None 10. CTEL 2: Assessment of English Learners A teacher assesses an ELL student's reading comprehension by asking comprehension questions after reading a text. What does this method most effectively measure? Student vocabulary Student critical thinking Student understanding of content Student grammatical knowledge None 11. CTEL 2: Assessment of English Learners A teacher assesses an ELL student by having them give a presentation on a topic of their choice. What skill does this method primarily assess? Speaking proficiency Vocabulary retention Reading comprehension Writing skills None 12. CTEL 2: Assessment of English Learners When assessing an ELL student's speaking skills, which method would be the most effective? Written test Oral presentation Listening test Role-playing exercise None 13. CTEL 2: Assessment of English Learners A teacher uses a rubric to assess ELL students' essays. What is the primary advantage of using a rubric in this context? It ensures consistent and objective evaluation It speeds up the grading process It reduces student anxiety during assessment It allows students to grade each other None 14. CTEL 2: Assessment of English Learners An ELL student performs well on written tasks but struggles with oral assessments. What might be a key reason for this discrepancy? Limited vocabulary Poor grammar knowledge Lack of confidence Poor reading comprehension None 15. CTEL 2: Assessment of English Learners A teacher uses standardized tests to assess ELL students' language proficiency. What is a common drawback of this assessment method? It can be culturally biased It is more expensive than other methods It provides immediate feedback It allows for flexible assessment strategies None 16. CTEL 2: Assessment of English Learners A teacher uses observation to assess an ELL student's participation in class activities. What is a key advantage of this assessment method? It provides a natural context for evaluation It reduces student stress during assessment It requires less time than other methods It is suitable for grading large classes None 17. CTEL 2: Assessment of English Learners A teacher assesses an ELL student's writing skills by assigning a research paper. What does this method most effectively measure? Grammar proficiency Vocabulary retention Research and critical thinking skills Reading comprehension None 18. CTEL 2: Assessment of English Learners A teacher uses a project-based assessment to evaluate ELL students' language development. What is the primary advantage of this assessment method? It encourages collaboration and creativity It requires less preparation than other methods It focuses on individual competition It allows for immediate feedback None 19. CTEL 2: Assessment of English Learners A teacher uses adaptive testing to assess ELL students' language proficiency. What is the primary benefit of this assessment method? It adjusts to the student's skill level It requires less preparation time It provides immediate feedback to the teacher It is less stressful for students None 20. CTEL 2: Assessment of English Learners An ELL student excels in grammar but struggles with listening comprehension. What could be a reason for this disparity? Limited vocabulary Cultural unfamiliarity with idiomatic expressions Poor writing skills Lack of confidence in speaking None 1 out of 20 Time is Up! Time's up
