Assessment in Multiple Languages

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

Margo Gottlieb, Ph.D., is a staunch advocate for multilingual learners and their teachers. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA's English and Spanish language development standards frameworks and their derivative products. Being a bilingual teacher, facilitator, consultant, and mentor across K-20 settings, she has worked with universities, organizations, governments, states, school districts, networks, and schools in co-constructing linguistic and culturally sustainable curriculum and reconceptualizing classroom assessment policy and practice. Margo's passion has always been assessment in its many forms, starting with her dissertation, a K-12 multilingual test in Spanish, Lao, and English that integrated content and language. Since then, she was appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. In her travels, Margo has enjoyed keynoting and presenting across the United States and in 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 20 books and guides, Margo's 3rd edition of her best-selling book, Assessing Multilingual Learners: Bridges to Empowerment, is the latest addition to her Corwin compendium.