Chapter 4: How do I assess students to see what they *actually* know?

This is a big question, especially within the field of ESL, where language barriers may cause students to struggle with assessments, despite the fact they are knowledgeable in a content area.

Imagine for an instance that you are suddenly transported to a foreign country. You are attending school and taking a Biology class. It should be simple, you think, because you know a lot about life sciences and you've taken the class before at your old school. You follow along with the pictures and  diagrams presented in class, and you are able to complete the lab work. However, your first test comes back with an F. Since your reading ability in your new language is not strong, you couldn't understand what some questions were asking. You communicated your knowledge to the best of your linguistic ability, but the teacher assumed by your short answers that you didn't know the material.

This happens every day to English Learners in our schools, and many other native English speakers that struggle with literacy. So how do we make sure that students are being assessed on what they know instead of how they read or write?

One solution to this problem is the use of portfolio based assessment. Portfolios can be created in a number of different ways based on the class or content area. They could feature a students work in creating a single project (for example, KWL chart, research methods, rough draft, peer edits and final draft), or they could draw on assignments completed throughout the quarter or year. This provides information about a student's starting point and the progress they have made throughout the time measured. The student can take pride in what they have accomplished, and it provides feedback to the teacher about the students strengths and where they still need support.

This also offers a solution to a problem that ESL instructors often face: How do I fairly assess students at varying levels of English competence? Should a level 1 student (absolute beginner) be compared to another at level 4 (near native-like fluency)? Since portfolio based assessment focuses on the process rather than the product, students who are working hard and making progress will achieve good grades, despite their difference in levels. The process of building a portfolio and discussing it with the student also allows the teacher to differentiate based on the individual's needs.

Our own observations as teachers can be additional information used in assessing students. In the example above, if we see that a student is engaged during class time and is able to work through a lab, it tells us that he/she is understanding the material. If our test does not reflect this, then it is time to reevaluate our methods and find assessments that show what students actually know.