How can you differentiate assessment tasks for English language learners with varying proficiency?

• A. Lower expectations universally for all ELL students.
• B. Offer language supports, translate or provide bilingual resources, modify tasks without altering core content.
• C. Only provide multiple-choice tasks with no language support.
• D. Exclude ELL students from performance tasks.

Answer: (B)

Differentiating assessment tasks for English language learners means making the task accessible by adding language supports and adjusting how the task is presented, while keeping the actual content and learning goals the same. Providing language supports, translations, or bilingual resources helps students demonstrate their understanding of the content rather than being limited by their current language proficiency. Modifying tasks can include simplifying language, offering glossaries, allowing alternative ways to respond (oral, visual, or written), and giving extra processing time, as long as the core content being measured stays intact. This approach preserves the validity of the assessment—it measures what students know and can do in relation to the content, not just how well they read or write in English.

Lowering expectations for all ELL students, using only language-heavy multiple-choice tasks with no supports, or excluding ELL students from performance tasks undermine fairness, access, and accountability.