Each assessment type carries its own social assumptions and impacts on learners—both positive and negative—especially in ESL contexts.

1. Standardized Testing
This assumes that all learners can be assessed using the same criteria, regardless of their backgrounds. It values objectivity and comparability.
Positive: Useful for accountability and large-scale comparisons.
Negative: Often culturally biased, causing stress and disadvantaging ESL students whose learning styles and linguistic backgrounds may differ.

2. Formative Assessment
Assumes learning is ongoing and that timely feedback helps learners grow.
Positive: Builds learner confidence, supports progress, and encourages reflection—especially helpful for ESL students who benefit from continuous support.
Negative: Sometimes undervalued by systems that prioritize scores over growth.

3. Summative Assessment
Assumes mastery can be measured at the end of instruction, often through final exams or projects.
Positive: Offers clear goals and structured feedback.
Negative: For ESL learners, it may not capture skill development over time or soft skills like communication and teamwork.

In short, each assessment type serves a purpose, but a balanced approach that includes formative feedback and real-world tasks is often most supportive for ESL learners.

Update: Case-Based Assessments – An Alternative for ESL Learners

One meaningful alternative to traditional assessments, especially in English for Specific Purposes (ESP), is case-based assessment.

In my B1-level English for Business Communication course, I use short real-life scenarios where students take on a workplace role. For example, students might write a formal email replying to a client complaint or role-play a team meeting. These tasks simulate real job challenges.

Why does this work?

• It enhances motivation, as students see the real-world purpose behind the language they are learning.
• It is grounded in authentic communication, focusing on meaningful tasks rather than isolated grammar drills.
• It reflects task-based learning theory, which supports the development of multiple language skills simultaneously (Ellis, 2003).

References

British Council – Case studies in ESP

Cambridge English – Assessment for Learning

Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.