Beyond PDFs: Digitalized Tools that Enhance Collaborative, Standards-Aligned Assessment of Multilingual Learners’ Language Growth

• In Event: Bridging Policy and Practice for Multilingual Learners Through English Language Development Standards Implementation Research

Abstract

Purpose
To foster integration of its English Language Development (ELD) standards into its large-scale summative ELD assessment, a multi-state consortia is updating the descriptors in its Interpretive Rubrics (WIDA, 2017). Teacher focus groups identified four use cases for these descriptors: interpreting scores, collecting classroom-based formative assessment data, planning instruction, and communicating with colleagues (Authors, 2024).
Both clear, accessible communication about students’ language development (Papageorgiou & Manna, 2023) and collaboration among content and language teachers (de Jong & Harper, 2005; Dove & Honigsfeld, 2010; Villavicencio et al., 2021) are crucial for the academic success of multilingual learners. Yet current standards implementation systems lack user-friendly processes and tools (Authors, 2024; Kray, 2020; Park, 2024). This study explores teacher recommendations for digital versions of these forthcoming descriptors and digital enhancements to promote multilingualism.
Theoretical Framework
Recent English and Spanish language versions of the WIDA Standards Framework (WIDA, 2020, 2023) emphasize integration of language and content, teacher collaboration, Universal Design for Learning (Cast, 2015), and the multimodal nature of language development and content area learning (Kress, 2009; Authors, 2020). These conceptual shifts are part of a general transition away from support for multilingual learners being viewed primarily through an accommodations lens (Authors, 2018) towards "born-accessible" designs for systems, tests, and tools (AERA et al., 2014; Authors, 2014; Authors, 2016; Guzman-Orth et al., 2021; Shyyan et al., 2016]).
Methods
This multi-site study employs digital case study methods (Gallagher, 2024) to explore the design of digital assessment tools for four use cases identified by Authors (2024). Language and content teachers with a range of school roles and experience levels participated in surveys, focus groups, and interviews to evaluate and improve digital versions of the descriptor/assessment tool. Using mixed methods, the researcher identified recurring patterns across the data sources, conducted sentiment analysis, and compared trends within and across use cases and user groups.
Results
Teachers’ recommendations for improvement of digital versions of descriptor/assessment tools align with the Educause Digital Transformation (Dx) Framework (2023), shown in Figure 1.
Teachers recommended the following refinements to the digital assessment tools:
1. Digitization: Add crosswalks of language descriptors and content-to-language standards (Author, 2023) and layouts to make visible more detailed proficiency level descriptors for students with limited or interrupted formal education (SLIFE).
2. Digitalization: Include automated, next-level targets and spaces for asset-based, culturally responsive reflection and planning on formative assessment data.
3. Digital transformation: Design spaces for collaborative, knowledge-building communication among networks of teachers about data and perspectives.
Significance
For decades, the reliance on standards and aligned tools using static layouts has limited their reach and implementation by both content and language teachers. By incorporating user-friendly, built-in formatting and scaffolding within digital assessment tools, language specialists could collaborate with content-area teachers and implement standards-aligned, asset-based, multilingual, and culturally responsive practices. Digital transformation processes also make it easier to connect ELD standards-aligned tools with those standards and resources that support students’ developing multilingualism.

Author

• Lynn N. Shafer Willner, WIDA