EAL Assessment Framework for International Schools
The Bell Foundation's award-winning EAL Assessment Framework for Schools and digital EAL Assessment Tracker are available free of charge as part of Language for Results International. To download the Assessment Framework and related guidance, please register:
It has helped the EAL department show real progress from our students, as opposed to tracking them against the National Curriculum. Using the old system, we couldn't see the progress as much but with The Bell Foundation assessment we can share the results with the students and parents to show real progress.EAL co-ordinator
To assist school staff in conducting meaningful assessments of learners’ proficiency in English and using the information gathered to make effective decisions about teaching and learning, The Bell Foundation has worked with leading EAL assessment experts at King's College London and the University of Cambridge to design a suite of freely available EAL assessment tools. These tools include:
- The EAL Assessment Framework for Schools (for primary and secondary)
- Digital EAL Assessment Tracker
- Classroom Support Strategies (for primary and secondary)
The Bell Foundation’s assessment tools are straightforward, easy-to-use, and have been designed with busy teachers in mind. They can be used to gather data to support the teaching and learning of learners who use EAL and to enable teachers to generate targets to guide progress. Through this on-going cycle of formative assessment, leading to individual target-setting and tailored support, learners can develop their English language skills, fully access the curriculum and fulfil their academic potential.
An impressive tool and I really enjoy working with it. Kudos to the development team.EAL co-ordinator
For schools in the UK please visit the EAL Assessment Framework for Schools page.
To learn more about using the Assessment Framework with advanced English language learners in primary or secondary settings, please watch the free webinar recording.
