Assessing Student Progress
In these times of external pressure on teachers to produce highly literate and numerate 'performers', the role of assessment has taken on a profile that can work against effective measurement of student acheivement. In some cases, frighteningly so e.g. where the national testing process and content has taken the place of curriuclumm content!
Authentic assessment, however should be central to the teaching-learning program, not as an end in itself, rather, as information on learning progress and achievement for the students, the parents, the teacher and in some cases, the system. Here is one example of a school doing just that.
Assessment that informs teachers' programs and pedagogy is the aim. There are some very supportive assessment practices for gauging the developmental levels and achievement of EAL/D learners.
When EAL/D students are continuously assessed against English-speaker 'norms' the whole process is self-defeating for all - the teacher, the student, the family and the system. We need assessment and evidence of learning that tells us what students can do and where to take the students next. Do you have assessment practices you'd like to share? Perhaps you would like to discuss some assessment practices that you are required to do; that you feel are not the best fit for EAL/D learners? Have your say.