Informal Language Assessment Ideas

From this reading

Informal Language Description Purpose Domains of Considerations
Assessment (see list here) language assessed for teachers of
(i.e. expressive, receptive, multilingual
speaking, listening,
reading, writing) learners

Home Language It is one of the most ● Build Expressive: Speaking Sensitivity to families
Survey (p. 140) multilingual and context when using
common ways that learners’
Heidi, Selene, home language survey.
schools and districts cross-linguisti
Eduardo c
gather initial Culturally, home visits
(metalinguistic
information about the ) and might not be appealing
language(s) used in a cross-cultural to some parents.
student's home. (metacultural)
awareness
These assessments of ● Guide
language proficiency instruction in
help teachers multiple
languages
understand more
● Plan
about students' level of instruction in
exposure multiple
to English and their languages
based on
linguistic foundations evidence
in the primary ●
language

Parent-Friendly ● Provide Expressive

Student Oral The SOLOM is a student
Language evidence of
rating scale that language and Receptive
Observation Matrix (p. teachers can use to content
141) assess their learning
Heidi,Selene, students' command ● Document
Eduardo of oral language on translanguagi
ng as a
the basis of what pedagogical
they observe on a and
continual basis in a assessment
variety of situations practice

Home Interviews (p. -A guide or prepared -Show growth in Receptive: listening, -Importance of
143)Sarai and David list of questions to multilingual reading classroom
ask families learners’ linguistic teachers
-Open ended repertoire Expressive: accessing and
questions across content speaking, writing understanding
-Invite parents to “tell areas. home language
me more” or to “think -Improve teaching survey data.
of a time when” the and learning.
student -Offer feedback to
demonstrated the move teaching
 skill being and learning
discussed. forward.
-Reflect on
learning and
learning
goals/targets.
-Support decisions
based on
multilingual
evidence.
-Assist students in
guiding their own
learning.

Communication A list of student 1.Provide student Expressive: All students will be

Functions Checklist communication evidence of speaking in different
(p. 145) Maria & behaviors that are language and language
Daisy either observed, content Receptive: developmental
reported, or not learning. listening levels.
observed in the 4. Improve
students’ L1 and L2. teaching and
learning.
5. Offer feedback
to move teaching
and learning
forward.
6. Demonstrate
learning of
individual skills.
8. Guide
instruction in
multiple
languages.
10. Support
decisions based
on multilingual
evidence.
11. Assist students
in guiding their
own learning.
12. Plan
instruction in
multiple
languages based
on evidence.

Classroom Based Measures of expressive, receptive,

speaking, listening,
Measures (p. 145) language proficiency reading, writing

Checklists (p. 145 - CLD students must acquire ● Reflect on

147)) Heidi, Selene, the CALP necessary for learning
Eduardo classroom success. These
and
language skills include but
are not limited to inquiring,
learning
classifying, describing, goals/targe
comparing, contrasting, t
explaining, analyzing,
inferring,
supporting one's opinions,
persuading, synthesizing,
and evaluating.

Anecdotal Logs (p. Quick, informal, Reflect on All domains Depending on

145 & 148) Criselda & observations of learning and depending on context take into
Evelin incidents that arise learning context consideration
naturally during the goals/targets. language of
school day. Can be instruction. Always
written in sticky Support decisions consider students’
notes, digital logs based on full language
and on the spot. Can multilingual repertoire.
inform evidence.
considerations for
group configurations. Plan instruction in
multiple
languages based
on evidence.

Matrices & Rubrics (p.

149-153)

Narrative Assessment
(p. 154 - 156)

Story Retelling Oral retelling of a Provide student expressive, Students might be

Assessment (p. 156 - story evidence of speaking, receptive in their non-verbal
157) language and listening phase of language
Evelin and Criselda content learning. development

Demonstrate
learning of
individual skills.

Native Language This is a formal 1. Provide student Expressing: Writing Students use their
Writing Samples (p. assessment in which evidence of native language to
157 & 158) Nancy & students work in language and demonstrate their
Laura small groups to content content area
develop a book. learning. knowledge and
Students are allowed 2. Show growth in skills.
 to use their native multilingual
language. It allows learners’ linguistic
teachers to repertoire
determine which across content
students have areas.
developed their early
stages of language
English acquisition,
more specifically
help identity the
stage in acquisition
for newcomers.

Oral & Written Cloze

Assessments (p. 157
- 159)

Listening Skills Listening skills 2. Show growth in Receptive - Listener When unable to
Assessment (p. 160 - assessments should multilingual adequately
162) lorene & yuritzy not involve learners’ linguistic comprehend the
expressive repertoire language if
language. Listening across content instruction,
skills assessments areas. direction or
assess the student’s 6. Demonstrate assessment they
ability to learning of more keenly attend
comprehend verbal individual skills. to available
information and to 10. Support physical,
make sure they fully decisions based interpersonal, and
comprehend at a on multilingual non verbalcues
deeper level and evidence.
students should 11. Assist students
continue to be in guiding their
challenged to own learning.
progress in this skill. 12. Plan
instruction in
multiple
languages based
on evidence.
13. Foster student
agency,
confidence, pride,
and autonomy.

Oral Skills
Assessment (p.
162-167)