Formative Assessment of Multilingual Students in K-12 STEM Education: A Systematic Literature Review

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: STEM Pathways and Multicultural Perspectives

Abstract

Multilingual learners (MLs) remain underrepresented in STEM fields and marginalized in K–12 STEM education, partly due to assessment practices that neglect their cultural and linguistic diversity. Culturally and linguistically responsive (CLR) formative assessment has the potential to enhance equity and inclusivity in K-12 STEM classrooms. This systematic literature review examines trends and challenges in CLR assessment in U.S. STEM classrooms. Through the systematic search and elimination, 25 articles (12 empirical and 13 non-empirical) were analyzed. Key trends include collaborative design, translanguaging, multimodal assessment, and tailored feedback. Challenges include balancing language and content goals, limited teacher preparation, and the effects of standardized policies. Implications point to the need for equity-centered frameworks, supportive policy changes, and targeted professional development opportunities.

Authors

• Bilgehan Ayik, George Mason University

• Dai Gu, George Mason University

• Woomee Kim, George Mason University

• Marjorie H. Haley, George Mason University