Assessment in Multiple Languages
A Handbook for School and District Leaders
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eBook
ISBN:
9781071827642
Available from
January 0001
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ISBN:
9781071827666
Available from
January 0001
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.
Written by leading multilingual education and assessment authority Margo Gottlieb, this guide will help educational leaders highlight the true capabilities of multilingual learners.
Contents
Foreword
Foreword
Preface
Preface
Acknowledgments
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
Glossary
References
References
Resources
Companion Website
https://resources.corwin.com/assessingMLLs-LeadersEditionDescription
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.
Contents
Foreword
Foreword
Preface
Preface
Acknowledgments
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
Glossary
References
References
Resources
Companion Website
https://resources.corwin.com/assessingMLLs-LeadersEditionReviews
Assessment in Multiple Languages
A Handbook for School and District Leaders
July 2021 | 296 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781071827666 | $40.95 |
| Lifetime | 01/02/2026 | 9781071827642 | $37.00 |
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
Recent Product Reviews:
"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. "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!"
David Rogers, Executive Director, Dual Language Education New Mexico
"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
"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