Chapter 1 - How do I assess a students' English?

Some of the answers to this question will depend on what state you are teaching in and what that state's assessment policy is. When to use formal assessments and which assessments you use will more than likely be decided by your state or school district. Many times these assessments don't show exactly the information teachers would like to have to make judgments about instruction. They might measure specific vocabulary as opposed to overall language. However, they do provide some helpful information. For example, these tests may show specific skills which the student has mastered or is having trouble with. According to Cary, "real talking makes for real talk; testing makes for test talk." In addition to not assessing what the teacher wants to know, a student might be apprehensive about taking a test in a language he is not familiar with.

So what can a teacher do to relieve tension about formal testing?

First of all, since there is no way around formal testing, a teacher should make the experience as comfortable as possible for the student. If there is time, allow the student to visit the person who will administer the test beforehand. This way there is a comfort level built between the two. Give the student some time interacting with his classmates so that school is a more comfortable place before assessing with formal tests. At the bottom of this post, there is a link to a website that has information a parent can use at home to help relieve stress about testing. Having a parent or peer talk to the child in their native language is another way to relieve stress.

And what can a teacher do to assess ELLs informally in the classroom?

A teacher should understand that assessing an ELL should be seen as a big picture. This includes formal assessments, informal assessments, and conversations with the student and parents. One example of informal assessment that Cary uses is a Four Box Assessment. On the page, the teacher creates four boxes that make up one big square. Each box represents either Listening, Speaking, Reading, or Writing. Within each box there is a scale from 1 (beginning) to 5 (advanced). The teacher records encounters she has with the student and ranks their level for each facet of the square. These records are taken multiple times throughout the week or month so that the teacher can see areas of growth and areas where the student needs additional support.

Another way to informally assess a student is to have conversations with her through content activities. Cary gives the example of a teacher gaining insight about a student while they were discussing a science project. The student was engaged in the assignment and therefore more relaxed and willing to speak and write. Using this strategy will help a teacher see a student's academic language and not just the language she uses to interact with her friends. There is a link at the bottom of this post with more strategies for informal assessment in the classroom.

In conclusion, even though there is no easy answer to this question, there are several steps a teacher can take to alleviate pressure about formal assessments and many strategies to use in the classroom as informal assessments.

Information for parents in English or Spanish about formal testing - http://www.colorincolorado.org/article/23154

Using informal assessments for ELLs - http://www.colorincolorado.org/educators/assessment/informal