Should We Grade Speaking at the Novice Level?
I used to avoid novice speaking assessments to keep anxiety low—but I started to wonder if I was missing a chance to build confidence. By making speaking low-stakes and playful for most of the year, then gradually adding informal assessments, students wanted to communicate. The result? More joy, more risk-taking, and real growth.

Grading student work is one of those tasks that always seems to pile up, doesn't it? I often find myself putting it off, only to end up with a mountain of assignments to tackle. I'd much rather spend my time creating new materials and activities for my students. Over the years, I've found some strategies that have helped me simplify and speed up the grading process. Here are five tips that might help you streamline your grading too.

Assessing doesn’t have to mean hours of grading! These five quick, no-prep formative assessments—like Listen & Draw, 2 Truths & a Lie, and Read & Translate—give you instant insight into student understanding while keeping class fun and low-stress.

Not always—and that’s okay. While we aim to maximize TL use, deep cultural reflection often requires the clarity of a student’s first language. I use a hybrid approach: Spanish for products and practices, English for perspectives. The result? More meaningful connections, better empathy, and stronger intercultural skills.

“But, I don’t know French!”

I used to hear this from students ALL. THE. TIME. especially during a test. I felt so frustrated because that was what all of the flashcards and worksheets were supposed to be adding up to - actually getting to use the language. This is where Acquisition-Driven Instruction, Comprehensible Input, and aligning my assessments to my goals for students came into the picture. Today, my assessments are task-based and reflect how I teach and how I want my students to be able to use the language.