Design in Five by Dimich Nicole;

Author:Dimich, Nicole;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2014-08-15T00:00:00+00:00

English-as-a-Second-Language Assessment Considerations

When English is not a student’s first language, assessment practice, both in design and use, must provide quality information that empowers students to learn more and does not shut them down. Hinok Yacob (2009) is a senior in an English learner college-essay writing class. He eloquently describes the need for students to feel confident and to understand that not knowing a language does not make one unimportant or stupid. He also advocates for teachers taking the opportunity to see diversity in background and language as strengths: “Students must be taught to hold their own voices and to ignore the teachers who have made them feel that what they’ve said is wrong, or bad or stupid. Teachers have chances to assert that students’ backgrounds and language are unique and important” (Yacob, 2009, p. 4). There are many considerations when thinking about assessment for students for whom English is a second language. Some students are more fluent in their primary language than others. Some students have more experience and fluency with English than others. No one strategy or set of criteria will work for all. Knowing who your students are and ensuring that they can engage in the assessment is key.

One of the biggest considerations in your assessment practice is academic vocabulary. Consider giving support in the form of vocabulary translated into your students’ first language. Some students may understand the concepts but not the way they are rendered in the English language. Unfortunately, non-native English speakers who are struggling with vocabulary are many times seen as language deficient, not language different, and are skipped over in terms of their linguistic needs. Find ways to give an academic vocabulary score along with a score on concepts. This results in more accurate feedback. Being flexible on the method and paying attention to the language of an assessment should not mean lowering expectations or cognitive level. See page 129 in the appendix for additional resources.

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