Building Bridges Through Assessment: Transforming Teacher Practice for Multilingual Learner Thriving

• In Event: Building Bridges & Capacity: Equitable Professional Development for Multilingual Learner Achievement

Abstract

This study explores how teacher education can support asset-based assessment of multilingual learners (MLs). Using raciolinguistic and sociocultural theories, it examines in-service teachers' evolving understanding of asset-based assessment during a 14-week course. Data sources include reflections, assessment design projects, case study analyses, and collaborative documents. The findings reveal teachers' progressive recognition of assessment bias and cultural hierarchies, and their evolution from technical compliance to systemic critique and transformation of assessment practices. Teachers moved from viewing assessment as neutral to recognizing the power dynamics embedded within assessment systems and practices, ultimately redesigning assessments in ways that honored multilingual learners' assets through translanguaging strategies, culturally responsive projects, and multimodal approaches. Implications for teacher educators are discussed.

Authors

• Gift Onwubuya, University of Utah

• Josephine Amoakoh, University of Utah

• Veronica E. Valdez, University of Utah