Classroom Assessment
What are the language and cultural demands of classroom assessments?
Consider that EAL students may not be familiar with typical classroom assessment formats, such as True-False statements or Multiple Choice. Also, when assessing student knowledge of concepts in long answer form, do they have enough knowledge of the English forms, functions and vocabulary to fluently share their thinking? Would you be able to share your understanding of globalization or interpret a word problem in a language you are not familiar with? What would you appreciate in assessments so you would be able to show your understanding of the concepts and not be impeded by language?
What is the role of assessment as, for, and of learning for EAL students?
While many of the routines outlined in the Language Routines pages can be used to assess learning and language, the resources below offer some other considerations that can be implemented in the classroom to accentuate what EAL students can do.
CAL-WP-Classroom_Assessment_Gottlieb_2022.pdfThis white paper by Margo Gottlieb examines the tensions in classroom assessment with the intent of demystifying purposes, practices and policies for educators of EAL students in
K-12 settings.
Copy of Session 3 - Tuesday Toolkit - Culturally Responsive Feedback and AssessmentThis presentation helps to identify key components of providing feedback and assessment for EAL students
Recording- Culturally Responsvie Feedback & Assessment.mp4Recording of Culturally Responsive Feedback and Assessment
My Personal Use of Assessment as, for and of Learning.pdfEvaluate the extent to which you and your teacher team might incorporate or have incorporated assessment as, for and of learning into your practice.
This video highlights how the Question Formulation Technique can be used for assessment purposes.
My Favorite "No" is great think-aloud routine that can be used to help model metacognitive awareness for students