Such tests do not necessarily measure what has been learned in class, nor address learner goals (Lytle Wolf, 1989; Wrigley, 1992). Some testing issues are unique to ESL learners. It is not always clear whether ESL learners have trouble with selected test items because of.
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ESL tests most commonly used in adult education programs are the Basic English Skills Test (BEST ) and the CASAS ESL Appraisal (Sticht, 1990). The BEST, originally developed by the Center for Applied Linguistics in 1982 to test newly arrived Southeast Asian refugees, assesses English.
Dissatisfaction with commercially available tools has been widespread, and many teachers have felt left out of the process of determining how to assess learner gains in a way that helps teaching and learning.
The cultural expectations and educational backgrounds of ESL learners might make them especially resistant to the use of participatory and other alternative assessments (Wrigley Guth, 1992). Furthermore, funders often require "hard data and it is difficult to quantify outcomes without using commercially available tests.