The document discusses the distinctions between diagnostic, formative, and summative assessments and their role in addressing the language needs of English Language Learners (ELLs). It examines how assessment results inform the placement and accommodation of gifted ELLs and those with special education needs. Additionally, it emphasizes the importance of formal and informal assessments in ESL classrooms, highlighting the role of feedback in creating a comprehensive assessment approach for ELLs.

1. 1. Describe the difference between diagnostic, formative, and
summative assessments. How can these assessments support the
language needs of ELL students? How are assessment results
used for placement and accommodation of gifted ELLs and
ELLs with special education needs?
2. Discuss the role of formal and informal assessments in ESL
classrooms. How might feedback be incorporated into these
assessments to provide a well-rounded approach to assessment
and instruction for ELL students? What should feedback look
like?
200 - 300 words each