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Session Type: Symposium
This session responds to the conference call for “embracing global perspectives, looking to other nations for effective models and shared challenges, and considering how global forces structure educational opportunity” (AERA p. 1). We bring together scholarship around assessment in multilingual communities of practice (COP) in the United States, Canada, Belgium, and Singapore, and a discussant from Mexico to highlight the uniqueness of each context while also coming together to overcome shared challenges to enact and sustain change that addresses inequities in assessment practices. The knowledge generated in bringing together these different works serves to inform overarching validity frameworks in assessment as well, countering the longstanding and well-documented neglect of multilingual COP to contribute to more equitable educational systems more broadly.
Language Assessment Frameworks as Language Policy: Is a Multilingual Approach Possible? - Saskia Van Viegen, York University; Eunice Eunhee Jang, University of Toronto
Teachers' Assessment Literacy: A Comparison of Teachers' Expectations of Multilingual Students' Accommodated and Non-Accommodated Science Test Performances - Fauve De Backer, Ghent University
Adolescent Test-Taker Characteristics: A Qualitative Validation Study of a Chinese Language Reading Examination in Singapore - Yun Yee Cheong, Singapore Ministry of Education
Examining Validity Issues in Classifying and Reclassifying English Learners Through Dynamic Views of Languaging Practices - Sultan Turkan, Queen's University, Belfast