Gather formative evidence through embedded, discipline-specific tasks rather than separate tests or language assessments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief shows that evidence of content and language learning can be gathered through observing, questioning, listening, analyzing work, and conversations, interpreted against success criteria. It states: "teachers do not need to have a separate test or quiz to learn where students are in relation to the learning goals, nor do they need to have separate language activities or assessments." For example, students color-code reference chains in science texts, explain their thinking, or write their own texts, which the teacher reviews for evidence.

Design Implications¶

Context¶

Requirements¶

• Teachers deliberately plan opportunities during lessons when student learning is visible or audible, such as ideas written, spoken, drawn, or acted

Constraints¶

Target Learners¶

• English learners, including those at mixed language levels

Target Learning Goals¶

• Discipline-specific language comprehension and production, e.g., reference chains in science texts

Related Strategies¶

• Make success criteria visible to students through explicit explanations, think-alouds, and co-construction
• Assessing and Differentiating Language Skills in PBL
• Observations and Conversations
• Assess and Differentiate
• Circulate and Listen During Pair Talk
• Review evidence of learning at three points: before, during, and after the lesson

Examples¶

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Key Sources¶

• Jones, B., Faulkner-Bond, M., Blitz, J., & Garcia-Arena, P. (2024). Accelerate Success for English Learners: Formative Assessment Support for Integrated and Meaningful Language Learning. Region 15 Comprehensive Center, WestEd. https://eric.ed.gov/?id=ED673604