Recent EL Assessment Policy

A recent report from the Education Trust recommends replacing high-stakes, English-only assessments for English learners (ELs) with more dynamic, content-based measures that track students’ progress in core academic areas like science and social studies. This call for change aligns closely with key themes we’ve explored in our course—particularly the philosophical underpinnings of constructivism, Universal Design for Learning (UDL), and critical pedagogy. When ELs are assessed solely through standardized English reading and writing tests, we are perpetuating what Paulo Freire (1970) describes as the "banking model" of education—where students are seen as passive recipients rather than active constructors of knowledge. These types of assessments not only ignore the cultural and linguistic assets that multilingual students bring, but they also reinforce a deficit perspective by framing language difference as a problem to be fixed. By contrast, more inclusive and multimodal assessment practices support a constructivist philosophy (Martin & Loomis, 2013), where students build understanding through interaction with meaningful content and their lived experiences.

From a UDL perspective, this shift is also critical: assessments should offer multiple means of expression and representation, allowing ELs to demonstrate understanding in ways that reflect their strengths, such as through visuals, bilingual projects, or oral presentations. In my own classroom experiences as a substitute teacher, I’ve seen the difference such flexibility can make. One Vietnamese-speaking student who struggled on reading comprehension assessments was able to shine through a bilingual multimedia project on environmental responsibility—demonstrating not only content mastery but also personal connection and creativity. These moments highlight the urgent need to humanize how we assess learning, particularly for multilingual students. Rather than viewing standardized testing as the sole measure of achievement, we must advocate for assessments that affirm students' identities and provide an equitable platform for them to succeed.

As educators, especially in TESOL, we have a responsibility to challenge policies that restrict access and advocate for those that support multilingualism, equity, and authentic demonstration of knowledge. I would love to hear from others: have you seen examples of meaningful, culturally responsive assessments in practice? What steps can we take within our own schools or districts to push for more inclusive assessment systems that reflect the realities and strengths of our English learners?

References

Education Trust. (2024). Measuring what matters: Improving assessment for English learners. https://edtrust.org

Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Herder & Herder.

Martin, D. J., & Loomis, K. S. (2013). Building teachers: A constructivist approach to introducing education (2nd ed.). Wadsworth Cengage Learning.

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534