In ESL and broader educational contexts, assessment is often viewed as neutral and objective. But behind every test format lie powerful social assumptions that shape how learners are measured—and valued. In this post, I’ll explore the assumptions of traditional vs. alternative assessments, the consequences for learners, and share a real example of an inclusive, learner-centered approach.

Social Assumptions in Traditional Assessment

Standardized assessments (e.g., grammar quizzes, TOEFL, IELTS) assume:

Language ability can be measured in isolation from real communication.
Academic English is the norm, often privileging Western monolingual ideals.
Objectivity comes from timed, one-size-fits-all testing environments.

Consequences:
 Provides benchmarks and institutional clarity
Often narrows the curriculum, raises test anxiety, and marginalizes multilingual learners

Shohamy (2001) reminds us that high-stakes testing can reinforce dominant ideologies rather than reflect diverse linguistic realities.

Alternative Assessment: e-Portfolios

An e-portfolio is a curated digital collection of student work—essays, videos, reflections—that evolves over time. It emphasizes progress, creativity, and learner voice.

Assumptions Behind Portfolios:

Language learning is developmental and multidimensional.
Learners are capable of self-assessing and reflecting on their growth.
Real-world communication and creativity matter.

Consequences:
Encourages autonomy, reduces anxiety, captures diverse skills
Requires more teacher guidance and institutional support

Example: The European Language Portfolio (ELP) promotes plurilingualism and learner reflection in authentic contexts.

See Hamp-Lyons & Condon (2000) for how portfolios support assessment for learning, not just of learning.

Final Reflection

Our choice of assessment is never just about what students know—it's also about what we choose to value. As educators, we need to balance validity, fairness, and relevance. Traditional tests may serve gatekeeping roles, but alternative assessments like e-portfolios invite richer, more equitable stories of student learning—especially in the ESL classroom.

Would love to hear: Have you used portfolios or other alternatives in your teaching? What worked well, and what challenges did you face?