Assessment as, for, and of Learning

Gottlieb’s “Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement” centers on three concepts: Assessment as Learning, Assessment for Learning, and Assessment of Learning. At first glance, these may all seem the same, but they, in fact, have very distinct methods of implementation and intended outcomes.

Key Uses of Academic Language

Below is a link to an awesome WIDA resource which explains the 4 key uses of academic language:

1. Argue: to claim and support with evidence
2. Explain: how something works or why something happens
3. Recount: to display knowledge; narrate and provide information
4. Discuss: to engage in a topic for the purpose of co-constructing knowledge in ways that are appropriate for the sociocultural context

Integrated Content-Based Method

The Integrated Content-Based (ICB) method of teaching ESL is grounded in the cognitive approach to learning and is based on the belief that students perform better when acquisition of language and content happens concurrently. This happens in many ways through carefully organized and well-prepared lessons and instruction. Read on for details on how to effectively implement this method within your classroom.

Why do ELLs struggle with assessment?

In the video below, teachers and other school staff explain why English Language Learners may struggle with assessment due to low language proficiency or cultural norms. They also discuss some ways assessments can be modify or prepared for to better accommodate ELLs.