Assessing Achievement with the ELL in Mind: Key points of Unit 2

The second unit of the Coursera Assessing Achievement with the ELL in Mind course focuses on formative and summative assessment. Most of the explanations and suggestions covered in this unit apply to all students, not just those with limited English proficiency. Mainstream teachers may already be familiar with most of the issues.
Note 1: The left column below is a brief summary of the key points of the Coursera unit. The right column contains my suggested links to further information and advice on the same content.
Note 2: ELL = English language learner. The corresponding acronym used elsewhere on this site is ESL student = English as a second language student. [ More ]

Unit 2: Formative and Summative Assessment with the ELL in Mind

Formative Assessment

This is defined as assessment for learning. It comprises the regular informal activities that allow the teacher to determine what has or has not been learned, or what the student can or cannot do.

Its essential function is to help the teacher make informed decisions about the content and focus of future instruction.

Points to note:

  • Pair or small-group activities are conducive to various types of formative assessment, of both the language and content learning of ESL students.
  • Plenary sessions, particularly at the end of an activity or lesson, are a useful way for the teacher to gauge what has been learned. An online tool such as Kahoot is a good way of quickly getting substantial feedback on student understanding.
  • Well-designed formative assessments give ESL students low-stress opportunities to show what they know and can do, even if their English proficiency is as yet limited.

More on formative assessment

Examples of Formative Assessment

Slideshow presentation with over 50 examples of formative assessments, including 'think pair share', graphic organizers, and peer/self-assessments.

Examples of Plenary Activities

This is the original video of this name provided by Coursera.

Summative Assessment

This is defined as assessment of learning. It is generally conducted at the end of a unit or term, and is often the basis for the grade in a report card. It may play a large part in determining placement or admission.

Points to note:

  • Summative assessments can be stressful for all students, even more so for ESL students. It is important, therefore, that students are familiar with the format of the summative assessment - for example, because they have already experienced a similar set of tasks as formative assessment.
  • ESL teachers are happy to advise on the language demands of a given summative assessment, and suggest modifications to make it a fairer and more accessible way for ESL students to demonstrate content knowledge and skills.
  • For ESL students with limited English proficiency some accommodations may be made to allow them to demonstrate what they have learned. A very common accommodation is giving the student extra time to finish the summative task.
  • Discussing the grading criteria in advance is a good way to prepare students for the task, and thereby reduce stress.

More on summative assessment

Preparing ESL-friendly worksheets and tests

From elsewhere on this website: A page of advice on how to ensure the linguistic comprehensibility of the summative assessments you set.

Summative Assessment

A brief overview of the importance of summative assessment, with examples of common types. It contains some useful links to websites which facilitate the production of rubrics by which the grade or feedback for a summative task is determined.