Investigating Content Teachers’ Formative Assessment Design for Multilingual Learners From a Translanguaging Perspective

• In Event: Advancing Equity in Assessment of Multilingual Learners

Abstract

The purpose of this study is to investigate the formative assessment design of content teachers through the lens of translanguaging pedagogy. Five content teachers from different subjects were included in this study. Their assessment videos, reflections on their assessment practices, and discussion board responses about their translanguaging stance were analyzed using thematic analysis. Six themes were identified from the data which have practical implications for future professional development programs and theoretical implications for classroom-based research on the use of translanguaging in formative assessment design.

Authors

• Dai Gu, George Mason University

• Sujin Kim, George Mason University