Adapting Tests for ESOL
Students
ESOL students should be provided with accommodations when they are
taking classroom or standardized tests. Listed below are possible
adaptations for ESOL students taking classroom tests. Not all
ESOL students will need all of the adaptations listed below.
The number and type of adaptation will depend on the student's stage
of language proficiency at the time of the test.
Possible Adaptations for ESOL Students Taking Classroom Tests:
- Read the test to beginning ESOL students;
- Allow more time for the ESOL student to complete the test
(this may require that the student return after school or at
another time);
- Give the test in sections, not all at once;
- Allow bilingual dictionaries which give direct translations
(with minimal definitions);
- Check students after a few minutes of test-taking to ensure
they understood the instructions and are on track;
- Let students know in advance how achievement will be
measured;
- Have beginning ESOL students draw the concept or point to the
answers;
- Allow students to explain orally or paraphrase concepts;
- Allow students to demonstrate concepts on a graphic
organizer;
- Provide a word bank;
- Use pictures to assess vocabulary;
- Allow the student to answer the question in his/her native
language, then have a reliable source translate the answers;
- Use alternative measures such as projects and observation
Note: The Benchmarks highlighted in the
Language Arts through ESOL guide provide performance
indicators across the different levels of English language
proficiency (beginning, intermediate, and advanced). As such, they
provide a wealth of ideas regarding the assessment of ESOL students
at all stages of language development. You may obtain a copy of
this guide on the Florida Department of Education Website:
www.firn.edu/doe/omsle/egtoc.htm
