Goal Setting and Assessment Portfolios for English Language Learners

Abstract

This study provides an overview of the impact goal setting can have on English Language Learners (ELL). This qualitative research will consist of case studies of four to six students who are in fourth or fifth grade who are currently receiving pull-out English as a Second Language (ESL) instruction. Formative assessments will be conducted in this research study to identify areas of strength and growth in student participants’ English proficiency. Data will be collected over a 6-week period where student participants will set academic goals for each language domain: listening, speaking, reading, and writing. Each student participant will have a portfolio at the end of the study that will consist of formative assessments, conference logs, and journal entries.