Both standardized and alternative assessments have disadvantages. Standardized tests may not capture the incremental changes in learning that occur over short periods of instructional time. This is particularly a problem in adult education programs where learners may have only a few hours per week to devote to attending classes or where instruction is focused on a limited number of learner goals. Because it takes a long time to learn a language, learners may not have enough instructional time to demonstrate gain on a standardized test.

Alternative assessments may be time consuming for both learners and teachers. In addition, data from alternative assessments do not meet federal accountability requirements, and they may not meet eligibility requirements for job training programs, higher level classes, or certification. Because of these limitations, ESL programs often use a combination of standardized and alternative assessments to assess literacy and language proficiency.

Factors Influencing the Effectiveness of Assessments

The time it takes for learners to show a gain on an assessment equivalent to at least one level—as defined by the NRS—depends on both program and learner factors.

Program factors:

• Intensity of the classes (how long and how many times per week)
• Training and experience of the instructors
• Adequacy of facilities (comfortable, well- lit)
• Resources available to instructors and learners

Learner factors:

• Educational background (including literacy in the native language)
• Age
• Experiences with trauma
• Opportunities to use the language outside of instructional time
• Time and ability to attend class