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Assessment in Multiple Languages

A Handbook for School and District Leaders

By: Margo Gottlieb

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

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

Price: $39.95

Price: $39.95
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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 as a cornerstone of education. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison, 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, and co-constructing curricular frameworks for multilingual learners. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the U.S. 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 Ph.D. 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, 30+ chapters, encyclopedia entries, and 20 books. She is proud to add this 3rd edition of her best-selling book to her Corwin compendium and fulfilling her long-time goal of tackling assessment through the lens of multilingual learners in 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).

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