Whereas, AB 705 (Irwin, 2017) stipulates that “Colleges shall use evidence-based multiple measures for placing students into English as a Second Language (ESL) coursework. For those students placed into credit ESL coursework, their placement should maximize the probability that they will complete degree and transfer requirements in English within three years”;
Whereas, AB 705 (Irwin, 2017) also states that “Instruction in English as a Second Language (ESL) is distinct from remediation in English. Students enrolled in ESL credit coursework are foreign language learners who require additional language training in English [and] require support to successfully complete degree and transfer requirements in English”;
Whereas, The purpose of language placement assessments for ESL, as with all foreign languages, is to align a language-learning curriculum with the needs of a language learner in order to maximize success in achieving language proficiency;
Whereas, AB 705 (Irwin, 2017) states that “‘assessment’ means the process of gathering information about a student regarding the student’s study skills, English language proficiency, computational skills, aptitudes, goals, learning skills, career aspirations, academic performance, and need for special services. Assessment methods may include, but not necessarily be limited to, interviews, standardized tests, attitude surveys, vocational or career aptitude and interest inventories, high school or postsecondary transcripts, specialized certificates or licenses, educational histories, and other measures of performance”;
Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office and the Board of Governors as the approving body of all placement instruments to refrain from disallowing all placement instruments as a multiple measure; and
Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office and the Board of Governors to ensure that credit ESL departments are afforded the opportunity to provide language proficiency assessment via multiple measures that may include quality standardized assessment tests for the purpose of aligning college language-learning curriculum with the needs of the English language learners who seek English proficiency at the advanced post-secondary level.