Effective Assessment Practices for English Learners: A Guide for Families and Educators by Esha North

north_e — 2025-08-16 21:38:59 UTC

To support English language instruction, we use three types of assessments: diagnostic, formative, and summative. Diagnostic assessments are used at the beginning of the year or before a new unit to identify students' strengths and weaknesses. Formative assessments are ongoing, informal evaluations that inform instruction and adjust teaching strategies. Summative assessments, administered at the end of a unit or year, measure student learning and progress.

Our assessments are designed to align with English Language Proficiency (ELP) and content standards, ensuring that ELs are held to the same rigorous expectations as their native English-speaking peers. By using a range of assessment types, we drive instructional decisions, such as teacher language use and modeling, and inform planning, including enrichment and interventions.

north_e — 2025-08-16 21:41:18 UTC

State assessment data helps us determine student progress in both language and content. We use this data to identify areas where ELs need additional support or enrichment. To ensure that ELs have an equal opportunity to demonstrate their knowledge, we provide testing accommodations, such as bilingual dictionaries, extra time, or a separate testing room.

north_e — 2025-08-16 21:41:55 UTC

To help ELs develop strategies for self-reflection, we will implement two methods: (1) self-assessment rubrics and (2) reflective journals. These tools enable students to monitor their progress, set goals, and take ownership of their learning.

north_e — 2025-08-16 21:42:33 UTC

To keep students and families informed, we will use three strategies: (1) regular progress reports, (2) parent-teacher conferences, and (3) digital portfolios. These approaches ensure that feedback is timely, meaningful, and accessible to non-native English-speaking families.

north_e — 2025-08-17 15:39:55 UTC

north_e — 2025-08-18 07:50:45 UTC

References:

Council of Chief State School Officers. (2013). Assessing English Language Learners.

Wiggins, G. (2014). On Formative Assessment: Readings from Educational Leadership.

National Clearinghouse for English Language Acquisition. (2017). Assessment and Accountability.

north_e — 2025-08-18 07:53:13 UTC

By working together, we can ensure that ELs receive the support they need to succeed. We hope this newsletter has provided you with a better understanding of our assessment practices and how they support ELs. If you have any questions or would like to learn more, please do not hesitate to contact us.