Flashcards can, for example, be provided with words, and students can point to drawings of these items. For a written component, flashcards with simple pictures can be used to assess students' vocabulary development. For the intermediate stage, the oral component could include repeating relatively complicated sentences as accurately as possible. A written component can include an assessment such as question and answer sequences, where students are required to use full sentences. For the advanced stage, flash cards depicting a somewhat complicated scene can be used, requiring students to write a short narrative. For the oral component, an open-ended question and answer sequence can be used to assess students' fluency. Particularly during the beginning and intermediate stages, talented students can be identified by means of consistently high scores, achieved within a short time. Students who need extra assistance can be identified when there is a consistent lack of achieving progress.

The data obtained during the assessments can be used and compared with data during later assessment to...

Particularly talented or struggling students can be identified relatively early in the assessment process. Comparisons will determine whether these especially high or low levels of performance is cause for further action. With assistance, both talented and struggling students can be assisted to achieve their best possible level of performance.
References

Haynes, J. (2005). Stages of Second Language Acquisition. Retrieved from: http://www.everythingesl.net/inservices/language_stages.php

Tannenbaum, J-E. (1997). Practical Ideas on Alternative Assessment for ESL Students. ERIC Digest. Retrieved from: http://ingles.ing.uchile.cl/otros/downloads/Alternative%20assessment%20for%20ESL%20Students.pdf