Cart:
0 item(s)
$0.00
LPTS
Assess English Language Skills
The Language Proficiency Test Series (LPTS) assesses English language proficiency for students in grades K-12 in the areas of reading, writing, listening, and speaking. The assessment series identifies students requiring services, monitors student progress over time, and informs program staff when students are ready to participate in mainstream classrooms.
All materials were developed and reviewed in cooperation with bilingual educators from a variety of English Language Learner (ELL) programs. More than 100 native language groups from urban, suburban, and rural districts were represented in the pilot studies that included bilingual students currently receiving services, bilingual students who have exited a program, and native English speakers. Each LPTS assessment is designed around a central theme and employs developmentally appropriate graphics and contexts to measure the entire range of proficiency, from beginning through advanced.
Scores for each of the three assessment areas (reading, writing, and listening/speaking) are reported on developmental scales that provide a direct comparison of performance over time. In addition to measuring progress of LEP/ELL students, LPTS is also appropriate for assessing proficiency in special education and Title I populations.
Two forms for each grade cluster allow the use of alternate, but parallel, forms for assessment and follow-up evaluation. Reading, writing, and listening assessments can be administered individually or in groups.
The Language Proficiency Test Series (LPTS) assesses English language proficiency for students in grades K-12 in the areas of reading, writing, listening, and speaking. The assessment series identifies students requiring services, monitors student progress over time, and informs program staff when students are ready to participate in mainstream classrooms.
All materials were developed and reviewed in cooperation with bilingual educators from a variety of English Language Learner (ELL) programs. More than 100 native language groups from urban, suburban, and rural districts were represented in the pilot studies that included bilingual students currently receiving services, bilingual students who have exited a program, and native English speakers. Each LPTS assessment is designed around a central theme and employs developmentally appropriate graphics and contexts to measure the entire range of proficiency, from beginning through advanced.
Scores for each of the three assessment areas (reading, writing, and listening/speaking) are reported on developmental scales that provide a direct comparison of performance over time. In addition to measuring progress of LEP/ELL students, LPTS is also appropriate for assessing proficiency in special education and Title I populations.
Two forms for each grade cluster allow the use of alternate, but parallel, forms for assessment and follow-up evaluation. Reading, writing, and listening assessments can be administered individually or in groups.