Equity for Multilingual Learners: Leveraging Formative Assessment and Socioculturally Responsive Assessment Principles

• In Event: Culturally Responsive Assessment and English Learner Inclusion

Abstract

This study focuses on designing a classroom-based assessment tool for multilingual learners (MLs) to better support and measure their reading skills and multiliteracies. This tool is intended to leverage formative assessment and socioculturally responsive assessment principles to enable personalized learning. In collaboration with teachers of MLs, we established a set of specific design features to meet the needs of MLs and created a prototype assessment. A small-scale usability study was conducted with four teachers and their ML students, examining their use of the design features and the tool’s general utility. This paper shares the major findings of the study, illuminating how students and teachers used the tool and perceived its usefulness in generating equitable learning opportunities for MLs.

Authors

• Mikyung Kim Wolf, ETS

• Lorraine Sova, Educational Testing Service

• Gerriet Janssen, Educational Testing Service

• Alexis A. Lopez, Educational Testing Service

• Reginald Marshall Gooch, Educational Testing Service

• Emilie Pooler, Educational Testing Service

• Jeremy Lee, ETS