By Tracey Biscontini, Northeast Editing Inc.
In my years working with educational content and assessments, one thing has become clear: English Language Learners (ELLs) face unique challenges when it comes to testing. These students are learning new content while also learning a new language. As content developers, writers, and editors, we carry the responsibility of ensuring that assessments are not only rigorous and aligned to standards, but also fair and accessible for all students—including ELLs.
Creating assessments that give ELLs a fair chance to demonstrate what they know isn’t about lowering the bar. It’s about removing unnecessary language barriers so we can truly measure content knowledge. With thoughtful design, we can create assessments that support ELLs while maintaining academic integrity.
Understand the ELL Experience
To design fair assessments for ELLs, we first need to understand their experience. Imagine being asked to read and answer questions in a language you are still learning. Even if you know the content, the test might not reflect your true understanding because the language itself becomes a barrier.
This doesn’t mean tests need to be easy. Instead, the goal is to isolate what’s being tested. Are we measuring science knowledge? Then let’s make sure complex language or unfamiliar idioms aren’t getting in the way of that measurement.
Use Clear, Simple Language
One of the most important strategies is using clear and concise language. This is not about “dumbing down” content. It’s about removing unnecessary complexity that can confuse students who are still building English proficiency.
Writers and editors should avoid idioms, slang, and culturally specific references that may not translate well. Instead of saying, “He hit the nail on the head,” say, “He was exactly right.” Use active voice, short sentences, and common vocabulary when possible. When students spend less mental energy decoding language, they can better focus on the content itself.
Be Intentional with Vocabulary
Academic vocabulary is essential and should not be avoided. Students need to learn and use words like “analyze,” “predict,” and “hypothesis.” However, we should be intentional about which vocabulary we include. Define key terms when appropriate or provide glossaries. If a word isn’t part of the content focus or learning standard, consider replacing it with a simpler alternative.
Additionally, pay attention to word choice in distractors (the wrong answer choices in multiple-choice questions). Distractors should not be confusing due to complex or unfamiliar language. Their job is to challenge content knowledge, not language skills.
Provide Context and Visual Supports
ELLs often benefit from strong contextual clues. When possible, provide illustrations, diagrams, or charts that support the question or reading passage. These visuals offer additional ways for students to access the material and make meaning of the content.
Context also matters in how questions are framed. A math problem set in a familiar, real-world context will be more approachable than one that involves a culturally specific or unfamiliar scenario. Instead of asking students to calculate the cost of a bagel at a New York deli, ask about a fruit stand or a school lunch—scenarios more universally understood.
Consider the Structure of Reading Passages
Reading passages often serve as the basis for multiple test questions. For ELLs, dense, abstract texts can be particularly difficult. Editors should review passages for cohesion, clarity, and pacing. Shorter paragraphs, clear topic sentences, and logical flow help all students, especially those who are still acquiring academic English.
Another tip: avoid putting critical information in footnotes or sidebars unless the test format ensures that students will clearly see and use those elements. Keeping things straightforward helps students concentrate on what matters.
Scaffold Instructions and Tasks
The directions on assessments are often more confusing than the questions themselves. Directions should be clear, direct, and free from complex syntax. If the test allows, consider providing examples or sample questions to demonstrate the format.
Breaking complex tasks into steps can also help. For instance, instead of asking, “Explain the author’s point of view and how it is conveyed through tone and word choice,” consider breaking it into two questions: one about the author’s point of view, and another about the tone or vocabulary.
Include ELLs in Field Testing
One of the most effective ways to ensure fairness is to include ELLs in pilot testing or field testing of assessments. Their performance and feedback can reveal if certain questions are confusing due to language rather than content. This real-world testing allows for meaningful revisions before an assessment is finalized.
Collaborate with ELL Specialists
Finally, collaboration is key. In our work at Northeast Editing Inc., we’ve seen the value of working with educators, especially those who specialize in ELL instruction. Their insights help us make better editorial choices, whether we’re developing reading passages, test items, or teacher resources.
They can also help identify language accommodations that align with district or state policies—like glossaries in students’ first languages or extended time—that ensure assessments are both equitable and compliant.
Moving Toward More Inclusive Assessments
Designing assessments for English Language Learners isn’t just a task—it’s a commitment to educational equity. Every student deserves a fair opportunity to show what they know. As educational content creators, we have the tools and responsibility to make that happen.
When we pay attention to language, provide context and clarity, and collaborate with educators who know ELLs best, we create assessments that are both accessible and meaningful. And in doing so, we open the door for more students to succeed—not just in testing, but in learning as a whole.