ABSTRACT
There is little research on how U.S. K–12 teachers use summative English language proficiency (ELP) assessments to shape their classroom practices. In this chapter, we explore the challenges and opportunities that teachers face when using summative ELP assessments not only for meeting accountability requirements but also for informing instruction. We report on a qualitative research study that used in-depth semi-structured interviews to get information about how the content and delivery mode of a summative ELP assessment influenced 18 teachers’ classroom practices. We also discuss the types of instructional decisions the teachers make based on their students’ scores on the summative ELP assessment, and the different factors that affected their use of student scores on the summative ELP assessments for instructional purposes. The study findings offer useful information about how teachers view and use summative ELP assessments and students’ assessment scores to make instructional decisions to guide their teaching and students’ English language development.
