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Assessment in Multiple Languages

A Handbook for School and District Leaders
By: Margo Gottlieb

Foreword by Patricia Morita-Mullaney

A Leader's Guide to Assessment in Multiple Languages shows how leaders can implement comprehensive assessment for multilingual students in K-12 settings.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071827666
  • Published By: Corwin
  • Year: 2021
  • Page Count: 296
  • Publication date: August 18, 2021

Price: $39.95



Assessing the full capabilities of your multilingual learners

Assessment asfor, and of learning complement effective curricular and instructional practices, however, the complexities of assessment for multilingual students are too-often overlooked and misunderstood. What if multilingual learners, teachers, and educational leaders all had opportunities to plan for and use assessment data in multiple languages? Imagine the linguistic, academic, and cultural reservoirs we could tap to highlight what our multilingual learners know and can do. 

Assessment in Multiple Languages: A Handbook for School and District Leaders shows how superintendents, principals, directors, coaches, and other educational leaders can more accurately portray the academic, language, and social-emotional development of multilingual students. As a companion to Classroom Assessment in Multiple Languages, this book illustrates how the assessment cycle unfolds at school and district levels. Together the two books provide comprehensive guidance for enacting linguistically and culturally sustainable assessment in multiple languages in K-12 settings. Grounded in leading-edge research, with an emphasis on instilling equity and social justice in assessment practices, this book: 

  • justifies the legitimacy of assessment in multiple languages 
  • showcases examples from federal to classroom levels
  • provides practical guidance and tools for schoolwide and district level assessment
  • applies to any and all programs with multilingual learners whether in dual-language immersion, bilingual, or monolingual settings.
Written by leading multilingual education and assessment authority Margo Gottlieb, this guide will help educational leaders highlight the true capabilities of multilingual learners. 

See the companion book for teachers, Classroom Assessment in Multiple Languages: A Handbook for Teachers 



Margo Gottlieb photo

Margo Gottlieb

Margo Gottlieb, a staunch advocate for multilingual learners and their teachers, has always envisioned multilingualism and multiculturalism
as cornerstones of education. As co-founder and lead developer of WIDA at the University of Wisconsin–Madison, over her career, Margo has been a language teacher, coordinator, bilingual facilitator, director of assessment and evaluation, and an international advisor. Having presented and keynoted across the United States and in 25 countries, she has worked with universities, organizations, governments, states, school districts, and schools in co-constructing linguistic and culturally sustainable educational policy and practice. Margo has been an invited blogger and speaker for virtual seminars, webinars, podcasts, book chats, and videos; in addition, she has enjoyed reviewing books, journal articles, policy papers, and grants.

Over the years, Margo’s scholarship has focused on co-designing language development standards frameworks for WIDA, TESOL International Association, Guam, and American Samoa, reconceptualizing classroom assessment, coconstructing curricular frameworks for multilingual learners, and evaluating language policy. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the US Department of Education’s Inaugural National Technical Advisory Council, and was honored by TESOL International Association for her significant contribution to the TESOL profession.

Holding a PhD in Public Policy Analysis, Evaluation Research, and Program Design, Margo has published extensively, having authored, co-authored, or co-edited over 100 publications including monographs, guides, manuals, white papers, technical reports, articles, more than 30 chapters, encyclopedia entries, and 20 books. Joining Assessment in Multiple Languages: A Handbook for School and District Leaders (2022) and its companion, Classroom Assessment in Multiple Languages: A Handbook for Teachers (2021), she is proud to add this 3rd edition of her best-selling book to her Corwin compendium.
Table of Contents

Table of Contents




About the Author

Chapter 1: Looking at Assessment Through the Lens of Multilingual Learners

The Dilemma: But English learners isn’t an appropriate term (or label), and initial screening only in English isn’t an accurate depiction of who our multilingual learners are and what they can do!

Federal Influence on Terminology and Assessment

The Resurgence of Bilingual and Dual Language Education

Competing Theories and Views of Assessment

Creating Language and Assessment Policies

Multilingual Learners and Social-Emotional Learning

Tips for Assessment in Multiple Languages

Facing the Issue: Rethink Terminology and Language Education Models

Resolving the Dilemma: Accentuate Equitable Assessment Practices for Multilingual Learners!

Resources for School and District Leaders

Chapter 2: Getting Started With Assessment in Multiple Languages

The Dilemma: But I only speak English! How can I be expected to communicate in other languages?

How Language Policy Informs Assessment in Multiple Languages

Effective Leadership in Programs Cultivating Multiple Languages

Supporting Multilingual Learners During Difficult Times

The Assessment Cycle in Multiple Languages

Purposes for Assessment Involving Multilingual Learners

Data Associated With Assessment as, for, and of Learning

Understanding the Basics of Assessment of Learning

Evoking Systemic Change Through Social Justice

Facing the Issue: Advocate on Behalf of Your Multilingual Learners and Their Families

Resolving the Dilemma: Enlist Families and the Community in the Assessment Process!

Resources for School and District Leaders

Chapter 3: Planning Curriculum and Assessment in Multiple Languages

The Dilemma: The students are returning to school speaking a mix of languages!

Stimulating Assessment in Multiple Languages Through Distributive Leadership

Assessment as an Expression of Curriculum Design

Resources for Curriculum and Assessment in Multiple Languages

A Multilingual Curriculum Framework With Embedded Assessment

Common Assessment for Schools and Districts

Student Assessment Portfolios in Multiple Languages

Facing the Issue: Utilize Multilingual Learners’ Resources to Maximize Their Language Learning

Resolving the Dilemma: Put Trust in Your Multilingual Learners’ Language Use!

Resources for School and District Leaders

Chapter 4: Collecting and Organizing Assessment Information in Multiple Languages

The Dilemma: Discrimination abounds against multilingualism and multiculturalism . . . What can we do?

The Role of Leadership in Collecting Data in Multiple Languages

Advice for Collecting Data in a Post-Pandemic World

Improving Accessibility in Data Collection

Revisiting Resources for Assessment in Multiple Languages

Co-planning Data Collection in Multiple Languages

Collecting and Organizing Common Assessment in Multiple Languages

Organizing and Assembling Assessment Portfolios in Multiple Languages

Facing the Issue: Collect Data in Multiple Languages Using Multiple Resources to Form a Convincing Body of Evidence

Resolving the Dilemma: Take Responsibility for Diminishing Discrimination for Multilingual Learners and Their Families!

Resources for School and District Leaders

Chapter 5: Interpreting Information and Providing Feedback in Multiple Languages

The Dilemma: There simply aren’t enough qualified language teachers, so let’s place multilingual learners in “special education” classes for support.

Examining Data in Multiple Languages

Common Assessment in Multiple Languages

Collaboration in Providing Consistent Feedback

Interim/Annual Assessment in Multiple Languages

Standardized Testing: Reassessing Validity Claims

Interpreting Data in Multiple Languages for Local Accountability

Facing the Issue: Never Consider Special Education as an Option for Multilingual Learners (Unless Duly Warranted)

Resolving the Dilemma: Use Multiple Data Approaches, Sources, and Languages When Assessing Multilingual Learners!

Resources for School and District Leaders

Chapter 6: Evaluating and Reporting Assessment Information

The Dilemma: But how can we evaluate the effectiveness of instruction or programs for multilingual learners in multiple languages if we only depend on results from assessment in one language?

An Equity Framework for Assessing Multilingual Learners

Another Single Story, A Different Scenario: State Reclassification Criteria

Creating Assessment-Capable Students and Schools

Evaluating Linguistically and Culturally Responsive Assessment Practices

The Role of Rubrics in Evaluating and Reporting Assessment Results

Reporting Assessment Results

Reconsidering Grading Practices

Multilingual Learners’ Role in Evaluation and Reporting

Facing the Issue: Consider the Many Stories of Multilingual Learners and Their Families

Resolving the Dilemma: Never Evaluate Evidence or Programs for Multilingual Learners Based on a Single Story!

Resources for School and District Leaders

Chapter 7: Taking Action Based on Assessment Results

The Dilemma: The “‘COVID slide’ may be especially troublesome for English-language learners, the 5 million students still learning English in the nation’s K–12 schools” (Mitchell, 2020). How will schools and districts measure multilingual learners’ “COVID

Action 1: Engage in Reflective Practice and Inquiry

Action 2: Determine Priorities in Assessing in Multiple Languages

Action 3: Challenge the Status Quo in Assessment: Take the Multilingual Turn

Action 4: Assess Multilingual Learners From a Strengths-Based Lens

Action 5: Enact Effective Assessment Practices in Multiple Languages

Action 6: Use Assessment Data in Multiple Languages to Leverage Systemic Change

Taking Action: Lessons Learned From Crises

Facing the Issue: Consider Crises as Eye-Opening Opportunities for Multilingual Learners

Resolving the Dilemma: Provide Equitable Educational Opportunities to All Minoritized Students, Including Assessment in Multiple Languages for Multilingual Learners!

Resources for School and District Leaders





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