Design Principles for Equity and Thriving: Centering Multilingual Learners in Formative Assessment

• In Event: Advancing Equity in Assessment of Multilingual Learners

Abstract

We present the process for selecting design principles that undergird a four-year classroom-based multilingual, multimodal assessment e-portfolio system created for North Carolina public schools. In addition to describing the modes of inquiry grounded in systems theory, we present each principle and its significance within the communities impacted by the work. We provide the steps the team undertook to work across diverse communities and organizations to remedy and repair traditional deficit assessment models. These design principles and the assessment system being developed from them center on multilingual students, their families, and their science educators but will benefit all learners in this context. Attendees will receive this set of principles, which can serve as a blueprint for designing effective assessments.

Authors

• Amy Simpson-Burden, The Center for Applied Linguistics

• Ivanna Mann Thrower Anderson, Student

• Keira G. Ballantyne, Center for Applied Linguistics

• Brittany York, Center for Applied Linguistics