Assessment in Multiple Languages: A Handbook for School and District Leaders

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. Written by leading multilingual education and assessment authority Margo Gottlieb, this guide will help educational leaders highlight the true capabilities of multilingual learners. 

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