Assessment information

How English with Additional Language (EAL) learners are assessed

There is no nationally agreed assessment system for EAL learners. It is important to assess and monitor the developing English skills of EAL learners.

Setting accurate language targets and using tailored strategies is vital to helping EAL learners settle into school and develop their English language skills.

Research

The Bell Foundation published: EAL, Proficiency in English and rate of progression in 2021.

The main points, included:

• proficiency in English is central to understanding, achievement and levels of need, among EAL learners
• being competent/fluent in the language of instruction has a positive impact on attainment
• not being competent/fluent in the language of instruction (like an EAL learner) can be a barrier to learning

Using the bands originally provided by the Department for Education (DfE), the research shows that:

• EAL learners who are ‘New to English’ score below the national average
• learners who are developing their language fluency are very close to the national average
• learners who are competent/fluent typically score higher than first language English speakers
• learners entering the English school system as ‘New to English,’ may need at least 6 years of support before they reach the highest levels of fluency in English. Only at this point can they fully access the curriculum and achieve their academic potential
• schools and local authorities vary in how they assess proficiency in English. As a result, there is a marked variation in the average time it takes learners to progress in the fluency of their English language

Guideline for assessment

Assessment needs to be ongoing, consistent and reliable. It should use both formative and summative assessment data. Every EAL learner will have their own set of skills and attainment both in their home language and English. Their needs should be accurately identified, so that tailored support for individual pupils can be set.

Their background information should be collected, to get a complete picture of each learner, including:

• languages the learner’s exposed to and how fluent they are in each, including their literacy skills. Are there are any concerns about their home language fluency?
• previous educational experiences – including how the approach to education may have been different
• any previously noted concerns
• knowledge of English
• family circumstances
• religious and cultural considerations

segfl.org.uk have an online translation tool for new arrivals.

Allow a period of settling in before gathering any assessment data:

Learners may need time to adjust to a new culture, education system and school routines. Informal and observational assessments can be carried out from day one, but more formal assessments should allow a 2 to 3 weeks settling in period. 

Formal standardised tests:

• tests used in the United Kingdom (UK) schools have been standardised, using data from native English speaking pupils. These tests are not suitable for EAL learners. Tests often contain cultural references and vocabulary that is unfamiliar to a newly arrived learner. The newly arrived learners are likely to underperform in these tests, leading to lowered expectations and streaming into lower ability sets
• non-verbal reasoning tests can give some indication of a learner’s ability and strengths. These should be treated with caution, as some children will be unfamiliar with the type of tasks used.
• the Bell Foundation has produced a set of Guiding Principles of EAL assessment which provide support on how to ensure that the impact of the assessment is positive and effective

Tools to support the assessment of EAL learners

There are several tools available to support assessment of English language proficiency.

The Bell Foundation has an award winning EAL Assessment Framework for Schools and digital EAL Assessment Tracker. Their resources are free of charge to all schools in the UK.

The Nassea Framework is a cross curricular tool. It helps practitioners to observe, document and accelerate the ways bilingual learners start to use English as a tool for learning in school, then continue to develop their use of English through all their subject areas.

Useful links

Twinkl has a useful range of resources to support EAL learners.

The Bell Foundation has an assessment framework for EAL learners and a range of resources.