Assessment is the process of gathering data. The data provide a picture of a range of activities using different forms of assessment such as: pre-tests, observations, and examinations. Once these data are gathered, you can then evaluate the student’s performance. Evaluation, therefore, draws on one’s judgment to determine the overall value of an outcome based on the assessed data. It is in the decision-making process then, where we design ways to improve the recognized weaknesses, gaps, or deficiencies. The importance of documenting and analyzing students’ daily language experiences is not a new concept to teachers. Even as new parents we are constantly evaluating our own children’s language output and comparing what they say and do with language to the week before or the day before; we are continually aware of how much or how little they are learning once they start uttering words. Using formative assessment gives teachers a better understanding of their students’ language and content understanding that is not provided by standardized summative assessments, which typically can’t account for the language proficiency level an English language learner (ELL) has or the quality of his or her content instruction. As part of formative assessment practices, classroom teachers should consider using the following strategies to gauge students’ progress in both content and language: Observations of student language usage in speaking and writing, use of visuals to represent conceptual understanding, questioning: What types of questions do students ask about content and how they use language? observation checklists, student demonstrations and student participation in critical dialogues or conversations.
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