Assessment

The National Curriculum (TTA, 2000) requires teachers to carry out assessments to find out what learners ‘know, understand and can do’. Assessing skills is far easier for busy practitioners than trying to find out what learners actually understand and know and so it is these that are more frequently tested. Unfortunately this type of assessing is very incomplete and when considering bilingual learners, can lead to very false conclusions. Bilingual learners who are new to the English language obviously tend not to have gained a high level of language skills, but if assessed by these measures, it can be assumed that their understanding and knowledge are also affected likewise. This can lead to educators focusing on what the learners cannot do rather than what they can do. Special educational needs interventions can therefore be given inappropriately, instead of what really should need to happen. The Special Educational Needs Code of Practice (DfES, 2001a:61) points this out succinctly in Section 6:15: ‘Lack of competence in English must not be equated with learning difficulties as understood in this Code.’ Educators, in this situation need to look at their own pedagogy and the curriculum, before deciding the solution can be found by providing special needs support. This Code of Practice does, however, warn that full assessments are required to ensure that special educational needs are not hindering the learner’s progress. In other words, assumptions must not be made about their background knowledge. Educators should ask questions and find strategies to encourage these learners to demonstrate their knowledge and understanding in other ways than speaking and writing.

Classroom performance assessment is a way of measuring achievement by gathering information, discussions with learners and by systematic observation of how learners engage in the classroom. The information gathered can include posters, audio tapes, models, writing and projects and, alongside the discussions and observations, can indicate to the educators how well individuals are progressing set against their own personal objectives. Drawing, ICT and drama can also be effective methods of assessing bilingual learners’ abilities and understanding. This may be the most reliable manner to assess bilingual learners, especially during the initial years of acquiring the second language.

Writers like Brisk (1998) suggest that tests would be fairer if they are presented in the home, first language. However, as Cline (1998: 160) points out, tests are culturally biased and although earlier statutory guidance advocated culture-fair assessment: ‘Practice advocates the use of “assessment tools which are culturally neutral”, (DfE, 1994, para 2:18)’, he says this is impossible. ‘The purpose of testing is to make predictions in a cultural context, and a culture-fair test would be empty of useful content’ (Cline, 1998: 160).

Discussion

How do you feel bilingual learners can most effectively be assessed? Think about resources available in your educational workplace to support these learners, as well as the information presented in this topic.