Ethnic Minority Achievement

The principles of assessing EAL

The assessment of English as an additional language should follow the same principles of effective assessment of all pupils. It should:

• recognise what pupils can do and reward achievement,
• be based on different kinds of evidence,
• be a valid reflection of what has been taught or covered in class,
• be reliable in terms of enabling someone else to repeat the assessment and obtain comparable result,
• be manageable, both in terms of the time needed to complete the task, and in providing results which can be reported or passed on to other teachers.

Click on the links below to view the documents.

Proforma 1 - QCA Extended Scale for EAL Assessment | Guidelines 1
Proforma 2 - Pupil Profile | Guidelines 2 | Example 2
Proforma 3 - Speaking and Listening | Guidelines 3 | Example 3
Proforma 4 - Progress Review | Guidelines 4 | Example 4
Proforma 5 - Welcoming and Assessing New Arrivals | Guidelines 5
Proforma 6 - Foundation English as an Additional Language

• be clear about the purpose of the assessment, distinguishing summative, formative and diagnostic aims,
• be sensitive to the pupil’s first or main other language(s) and heritage culture,
• take account of how long the pupil has been learning English,
• assess in ways that are appropriate for the pupil’s age,
• focus on language, while being aware of the influence of behaviour, attitude and cultural expectations,
• recognise that pupils may be at different levels of attainment in speaking, listening, reading and writing