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Assessment in Multiple Languages
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.
- Grade Level: PreK-12
- ISBN: 9781071827666
- Published By: Corwin
- Year: 2021
- Page Count: 296
- Publication date: August 18, 2021
Price: $39.95
Description
Assessing the full capabilities of your multilingual learners
Assessment as, for, 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.
Author(s)
Margo Gottlieb
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
Foreword
Preface
Acknowledgments
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
Glossary
References
Reviews
"Not only is assessment for multilingual learners reframed here; the multilingual students are reimagined as able and gifted users of their language repertoire. Gottlieb presents herself as a warrior for social justice—one armed with information about what is, the gift of imagining what could be, and the generosity of leading gently with simple steps that could be followed. This book is unique in its vision and guidance. It is focused on assessments for multilingual learners, and yet it is much more than that. It is about policy, curriculum, pedagogy; it is also about social justice and advocacy, especially when learning during a pandemic and a period of racial and social unrest. It is just what school and district leaders need today."
"Margo Gottlieb provides resolutions and resources to tackle the most important dilemma in educating multilingual learners equitably—their assessment. By presenting cases that highlight the different issues that school and district leaders face when gauging the learning of multilingual learners, Gottlieb shows her encyclopedic understandings of the condition of their education today and the role that monolingual assessments have played in unfairly judging them. But in addition, Gottlieb demonstrates her common-sense and imaginative approach to ensure that multilingual learners are assessed fairly. Every assessment dilemma is given resolutions, as Gottlieb gently guides school and district leaders to perceive assessment from the students’ multilingual perspective, and then provides them with the resources they would need to act differently.Ofelia García, Professor Emerita
"Not only is assessment for multilingual learners reframed here; the multilingual students are reimagined as able and gifted users of their language repertoire. Gottlieb presents herself as a warrior for social justice—one armed with information about what is, the gift of imagining what could be, and the generosity of leading gently with simple steps that could be followed. This book is unique in its vision and guidance. It is focused on assessments for multilingual learners, and yet it is much more than that. It is about policy, curriculum, pedagogy; it is also about social justice and advocacy, especially when learning during a pandemic and a period of racial and social unrest. It is just what school and district leaders need today."
The Graduate Center, City University of New York
"This book is a must for any school leader who wants to turn students’ and teachers’ multilingualism into an educational advantage. The discussion is packed with practicable ideas and resources for language assessment that are informed by research and professional experience."Constant Leung, Professor of Educational Linguistics
King’s College London, School of Education, Communication and Society
"Assessment in Multiple Languages: A Handbook For School And District Leaders is a must read for all students in education administration programs in higher education, for policy makers, and for current school administrators. A foremost expert in multilingual education and assessment, Dr. Margo Gottlieb uses a combination of research-based assessment principles combined with useful 'can do' examples that will be of great use for administrators and other educators serving multilingual learners. In dismantling inequity and evoking educational change, Dr. Gottlieb invites us to balance assessment approaches with strategies that are inclusive of '…assessment as, for, and of learning …from the classroom to the boardroom.' I recommend her book highly."Joel Gómez, President & CEO
Center for Applied Linguistics
"This book approaches the issue of assessment from the multilingual learners’ perspective. Excellent approach! Reframing language education models and understanding the basics of assessment of learning are topics all school and district leaders will find most helpful for supporting multilingual learners in difficult times. The book contains key resources for planning, gathering, and conducting assessments: planning curriculum, interpreting information, providing feedback in multiple languages, and taking action based on assessment results."Margarita Espino Calderón, Professor Emerita
Johns Hopkins University
"This book is a must-read for anyone who cares about equitable and meaningful assessment for multilingual learners. Margo Gottlieb makes a compelling case for assessing these students in multiple languages. Through insightful case studies presented as dilemmas, and a rich, comprehensive collection of tools and resources, the book offers everything the reader needs to get started with or to transform existing assessment practices."Andrea Honigsfeld, Associate Dean
Educational Leadership for Diverse Learning Communities, Ed.D. Program, Molloy College
"Assessment in Multiple Languages: A Handbook For School And District Leaders is an answer to prayer. It is a moral imperative for tackling social justice issues that currently exist with assessments developed and produced for Native Monolingual English speakers and forced upon our culturally and linguistically diverse student populations.
"It we are truly interested in knowing our students’ academic, linguistic and socio-cultural competence then we must capture and understand their proficiencies through all of their languages.
"Who knew that there could be a common assessment for multiple languages? This new resource is timely, as there is a growing voice to strengthen and expand K-12 Dual Language Immersion Education. Developing a large-scale testing system on the tenants and guidance of this resource that works for DLI, is now within reach!"
"Assessment in Multiple Languages: A Handbook For School And District Leaders is a true deep dive into the importance of assessment in multiple languages – a moral imperative to ensure appropriate assessments are created for and serve culturally and linguistically divers students. Our educational leadership and policy makers must utilize this the important work for ensuring accountability and commitment to supporting effective instructional practice.David Rogers, Executive Director"Assessment in Multiple Languages: A Handbook For School And District Leaders is an answer to prayer. It is a moral imperative for tackling social justice issues that currently exist with assessments developed and produced for Native Monolingual English speakers and forced upon our culturally and linguistically diverse student populations.
"It we are truly interested in knowing our students’ academic, linguistic and socio-cultural competence then we must capture and understand their proficiencies through all of their languages.
"Who knew that there could be a common assessment for multiple languages? This new resource is timely, as there is a growing voice to strengthen and expand K-12 Dual Language Immersion Education. Developing a large-scale testing system on the tenants and guidance of this resource that works for DLI, is now within reach!"
Dual Language Education New Mexico
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