Which approach best supports accurate assessment of ELLs' science learning during and after instruction?

• A. Use multiple-choice tests only
• B. Rely on a single written exam
• C. Use performance-based and oral demonstrations
• D. Use a variety of assessment measures (demonstration, oral, performance)

Answer: (D)

The main idea here is that to truly measure what ELLs are learning in science, you need to collect evidence from different kinds of tasks that show both understanding of science ideas and ability to use language.

The best approach uses a variety of assessment measures, including demonstrations, oral responses, and performance tasks. This lets students show their knowledge in multiple ways: they can explain concepts aloud, perform a hands-on task to demonstrate procedures and results, and present or justify their thinking in authentic contexts. For English learners, this is crucial because language can affect performance on any single type of test. A student might grasp a concept well but struggle with written vocabulary or test-taking formats, or someone might communicate effectively in speech but have difficulty expressing ideas in writing. By using diverse methods, you gather a fuller, more accurate picture of what the student knows and can do, while also supporting language development.

Other approaches fall short because they rely on one mode of assessment. A single multiple-choice or a single written exam often underestimates a student’s understanding, especially for ELLs who may think scientifically but express ideas differently in reading and writing. While performance-based or oral demonstrations are valuable, they don’t capture every aspect of learning if used alone. Combining multiple measures provides a richer, fairer view of science learning for English learners.