A research report and poster that explores the use of formative assessments to uncover and investigate learning differences affecting the progress of ESOL learners, and tutors' ability to recognise the need for further assessment within their groups
The project focused on using ELTwell and CAML assessment materials among ESOL groups with diverse first languages to understand differences in learner progress. The researcher compared the results with the average scores for these assessments among other groups to assess letter formation, fluency and speed of writing, and levels of concentration. Tutors also completed questionnaires to assess the perceived difficulties with English literacy and their access to assessment materials for learning differences in their groups.
The project found that, while some groups performed above the expected average for the assessments, tutors retained some occasional concerns about some of their learners. This contrasted with fewer ESOL learners declaring themselves to have learning difficulties, such as dyslexia. The researcher recommended developing a training package to further develop awareness and expertise amongst ESOL tutors, and to expand the range of assessment and support for ESOL learners
emCETT