What is an effective strategy for Mrs. Davis to implement a formative writing assessment for her mixed-proficiency ELLs?

Providing each student with a shared writing journal is an effective strategy for Mrs. Davis to implement a formative writing assessment in her mixed-proficiency ELL classroom. This approach encourages collaboration and peer feedback, allowing students to express their thoughts and ideas in a less formal setting. Shared writing journals can help students build confidence in their writing abilities, as they can learn from each other’s writing styles and vocabulary while receiving support from their peers.

Moreover, this method fosters a safe environment for experimentation with language, which is crucial for ELLs as they navigate between their native languages and English. It also allows for ongoing assessment of student progress, as Mrs. Davis can easily monitor their development over time, providing her with valuable insights to guide her teaching practices and tailor her instruction to meet diverse learning needs.

In contrast, competitive writing or independent assignments may not effectively cater to the varied proficiency levels in her classroom, and using standardized tests might not accurately reflect the enhancements in skills or the learning processes of her students.