ABSTRACT
This chapter discusses formative assessment that informs instruction. It offers a critical perspective according to which, to effectively support the learning of their English language learners, ELL students through formative assessment activities, educators need to recognize and address the social dimension of assessment and the fact that assessment activities are mediated by language. The chapter explains the differences between formal and informal formative assessment. It shows how formative assessment is based on social interaction. The ability to take into consideration the social dynamics of team work while conducting formative assessment activities shapes how effectively teachers create opportunities to learn for their ELL students. The chapter provides a perspective according to which assessment involves socialization through language. It also discusses the challenges of providing effective feedback to ELL students in terms of two dimensions of feedback, pertinence and quality.
