Summative Leistungsmessung im differenzierenden Fremdsprachenunterricht – Anregungen für die Umsetzung im Schulalltag

Abstract

Differentiated teaching needs differentiated testing. Differentiation and individualization are an absolute must in teaching English as a foreign language. However, in times of standardized forms of assessment, checking students‘ achievement in a differentiated way is often unwanted or even officially forbidden. How can language teachers’ assessment be effective and fair in a heterogeneous classroom according to the students’ individual linguistic and communicative skills? Three models, based on examples, are analyzed in this contribution. In particular, the pros and cons of a model of summative testing that offers students the option to ask for more help in order to solve tasks satisfactorily are discussed. In such a case students have to accept a deduction of points. It is shown how teachers can organize such assessment procedures; whether they are just and fair, as well as their pedagogical value for students of different levels of language competencies, is discussed.