Improving Diverse Stakeholders’ Communication and Decision-Making About K-12 Multilingual Learners With More User-Friendly, Accessible Language Assessment Tools

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Equitable Assessment Practices With Multilingual Learners (Table 10)

Abstract

Advancements in digital technology necessitate improved practices for communicating student language assessment results for both large-scale assessment scores and interactive, classroom-based assessments. This mixed methods study examines uses, usability, and accessibility of standards-aligned assessment tools in supporting various stakeholders' abilities to more effectively include, rather than exclude users, in the interpretation and utilization of large-scale assessment scores as well as related classroom-based samples of student performance. Educators' perspectives on Proficiency Level Descriptors (PLDs), a component of English language development standards, were examined to pinpoint their strengths, weaknesses, and areas for enhancement. This research led to the development of new, accessible assessment tools by simplifying complex PLD terminology, streamlining their layouts, and adding interactive features for formative assessment.

Authors

• Lynn N. Shafer Willner, WIDA

• Margo Gottlieb, Self-employed

• Fernanda Marinho Kray, American Institutes for Research