Assessments

For many languages, including English, specific assessments exist and provide a valid and reliable means of measuring students’ performance. Any assessment used needs to evaluate students’ use of the language, not knowledge about the language. It is recommended that schools help students maintain a portfolio of language performance, tracking improvement and progress toward the level required to attain the Seal of Biliteracy.

Accommodations, such as those already in place for state-required assessments of language, should be included for assessments used to qualify for the Seal of Biliteracy. Technology provides the resources and means to make assessments available to all students.

Exam costs should not preclude any student from accessing an exam; the VOCALE is available to assist students with costs, as needed.

English Language Proficiency can be demonstrated by:

• Native English-speaking students who meet, or exceed, SU/SD English Language Arts graduation requirements; English Learners and Multilingual Learners achieve a Literacy Proficiency Level of 4.0 or higher on the ACCESS for ELLs assessment.

Second Language Proficiency can be demonstrated by:

• Attaining minimum proficiency of Intermediate Mid on the proficiency scale developed by the American Council for the Teaching of Foreign Languages (ACTFL) for the target language, or equivalent exam (see chart).

• A portfolio of work, including an oral presentation and a writing sample, to be assessed by a panel of speakers of that language, for languages which don’t currently have assessments for students to demonstrate proficiency.