Author ORCID Identifier

https://orcid.org/0009-0007-4408-6685

Date Available

5-2-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Curriculum and Instruction

Faculty

Dr. Kristen Perry

Faculty

Dr. Ryan Crowley

Abstract

While standardized tests have become the norm for assessing language proficiency, they may not effectively capture the diversity of adult immigrants, including their backgrounds, experiences, and varying levels of language proficiency. Grounded in experiential learning theory, sociocultural theory on second language acquisition, and concepts of identity, motivation, and investment, this study explored how the Adult English Learning (AEL) program utilized different types of assessments, what the needs and goals of AEL students were in learning English, and how various stakeholders, including teachers, students, and program coordinator, perceived current assessments reflecting students’ needs and goals.

The findings of the study reveals several key insights: 1) The AEL program used one standardized assessment-the Comprehensive Adult Student Assessment System (CASAS), along with various classroom-based assessments; 2) AEL teachers had limited knowledge of the CASAS test, and the issue that relying solely on a reading test to determine a student’s overall language proficiency was inadequate; 3) While teachers’ classroom-based assessments played a crucial role in the learning process, challenges in meeting the individual and diverse needs of adult learners were identified. This further suggested the necessity for a more comprehensive, holistic assessing approach to AEL assessment; and 4) Regarding student needs and goals, there was a discrepancy among teachers’ perceptions, the program coordinator’s perception, and students’ own perceptions. This emphasized the importance of aligning assessments with the multifaceted needs of adult learners.

The practical implication of this study is that AEL and other adult ESL programs should adopt more holistic assessments that considers students’ diverse needs, goals, and backgrounds. This research fills a gap in the limited literature on how assessments address adult ELs’ needs and goals, emphasizing the importance of instruction and assessments reflecting students’ real-life language needs. Additionally, it highlights the need for ESL teachers to receive more training and ongoing professional development to effectively support adult learners’ second language acquisition and development.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.165

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