The purpose of this article is to highlight ways in which middle school content area teachers can more effectively assess English Language Learners (ELLs) in their classrooms. This article poses five questions to guide middle school content teachers in making adaptations and accommodations when using traditional classroom tests. The objective of these adaptations is to create a more valid and reliable assessment picture. It is hoped that teachers do not need to create completely different tests for ELLs in all instances. Instead, they can adapt current classroom assessment instruments to accommodate the linguistic and cultural needs of ELLs until they are able to fully participate in classroom assessment without adaptation. To help make the determination about mastery of content objectives more valid, the article suggests that teachers answer five questions as a starting point for content area teachers who are seeking to make their classroom tests and quizzes more valid. These five questions discussed in detail in this article are: (1) Do I know my students' English language proficiencies? (2) Have I designed a test that mirrors classroom objectives, strategies, and activities? (3) Have I made use of all relevant and available visuals and graphics? (4) Have I incorporated true accommodations to level the playing field for my ELLs? and (5) Have I created a clear scoring rubric that will allow me to provide culturally sensitive and useful feedback? These questions are designed to move teachers who have not received extensive training in teaching English as a second language through a series of stages from test development to feedback and correction; however these questions will not solve every challenge that teachers face when working with ELLs.