Evaluating ELLs:

How to assess students equitably

Assessments play a vital role in instruction. When done correctly, assessments help both educators and students determine how they are progressing toward their goals. But, when assessments are done incorrectly, or when there is a mismatch between the type of assessment being used and the learning objectives, they will only undermine students and hinder their growth. This is especially true for English Language Learners, whose linguistic and cultural backgrounds could make it hard for them to accurately demonstrate their true abilities.

In “Equitable Assessment: Implications for Instruction of English Learners,” ELT Instructor Carmen Vazqueztell, a member of United University Professions – Empire State Chapter, teaches educators how to use several types of assessment and how to avoid bias during these evaluations. “A biased assessment won’t accurately measure a student’s understanding of the content,” said Vazqueztell.

Here, Vazqueztell introduces three distinct types of assessment and how to use them appropriately:

1 - Diagnostic – Diagnostic assessments are done at the outset of learning, to understand what students already know and gauge special needs.

Diagnostic assessments can be presented as pre-tests, self-assessments, surveys, discussion boards or even student interviews. “Diagnostic assessments are about finding out what students can and can’t answer, what they do and don’t remember, so educators can assemble a game plan,” said Vazqueztell.

2 - Formative – Formative assessments should be performed during the instructional process to gauge how well students understand their lessons.

Formative assessments are flexible, but as an educator it is important to determine ahead of time what you are looking for from students and why, Vazqueztell said. Formative assessments can take many forms including simple observation and hand signals, as well as more structured approaches like exit tickets, direct questioning, or one-on-one discussions. Formative assessments should be done regularly and often, so that teachers can adapt their instruction to meet the needs of ELLs. “We need multiple data points,” said Vazqueztell. “Every day we should be measuring their progress.”

3 - Summative – Summative assessments are performed at the close of a unit or term to measure how well students mastered the content.

Summative assessments most often come in the form of final exams or papers, but for ELLs, alternate forms of assessment like oral reports or presentations might yield more accurate results. If you use written exams, make sure to modify them to make them more accessible for ELLs, she said. Modifications include simplifying instructions and using social rather than academic language for the questions, providing a word bank, allowing students to print their answers, and giving students additional time. Remember that not all students have experience taking tests, so practice tests can be a helpful tool. “I think a good teacher addresses all of their students and tries to find ways for all of them to learn,” said Vazqueztell.

Author: Molly Belmont

ELT coursework is offered year-round and can be used for undergraduate, graduate and in-service credit as well as to fulfill Continuing Teacher and Leader Education requirements. For more information, go to elt.nysut.org.

Evaluating ELLs:

1 - Diagnostic – Diagnostic assessments are done at the outset of learning, to understand what students already know and gauge special needs.

2 - Formative – Formative assessments should be performed during the instructional process to gauge how well students understand their lessons.

3 - Summative – Summative assessments are performed at the close of a unit or term to measure how well students mastered the content.

Related Resources

PRO TIPS

PROFESSIONAL LEARNING