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Assessing the full capabilities of your multilingual learners Assessment as, for, and of learning complement effective curricular and instructional practices, however, the complexities of assessment for multilingual students are too-often overlooked and misunderstood. What if multilingual learners, teachers, and educational leaders all had opportunities to plan for and use assessment data in multiple languages? Imagine the linguistic, academic, and cultural reservoirs we could tap to highlight what our multilingual learners know and can do. Assessment in Multiple Languages: A Handbook for…mehr
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Assessing the full capabilities of your multilingual learners Assessment as, for, and of learning complement effective curricular and instructional practices, however, the complexities of assessment for multilingual students are too-often overlooked and misunderstood. What if multilingual learners, teachers, and educational leaders all had opportunities to plan for and use assessment data in multiple languages? Imagine the linguistic, academic, and cultural reservoirs we could tap to highlight what our multilingual learners know and can do. Assessment in Multiple Languages: A Handbook for School and District Leaders shows how superintendents, principals, directors, coaches, and other educational leaders can more accurately portray the academic, language, and social-emotional development of multilingual students. As a companion to Classroom Assessment in Multiple Languages, this book illustrates how the assessment cycle unfolds at school and district levels. Together the two books provide comprehensive guidance for enacting linguistically and culturally sustainable assessment in multiple languages in K-12 settings. Grounded in leading-edge research, with an emphasis on instilling equity and social justice in assessment practices, this book: * justifies the legitimacy of assessment in multiple languages * showcases examples from federal to classroom levels * provides practical guidance and tools for schoolwide and district level assessment * applies to any and all programs with multilingual learners whether in dual-language immersion, bilingual, or monolingual settings. Written by leading multilingual education and assessment authority Margo Gottlieb, this guide will help educational leaders highlight the true capabilities of multilingual learners.
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Produktdetails
- Produktdetails
- Verlag: SAGE Publications Inc
- Seitenzahl: 296
- Erscheinungstermin: 1. September 2021
- Englisch
- Abmessung: 276mm x 216mm x 16mm
- Gewicht: 836g
- ISBN-13: 9781071827666
- ISBN-10: 1071827669
- Artikelnr.: 62161484
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
- Verlag: SAGE Publications Inc
- Seitenzahl: 296
- Erscheinungstermin: 1. September 2021
- Englisch
- Abmessung: 276mm x 216mm x 16mm
- Gewicht: 836g
- ISBN-13: 9781071827666
- ISBN-10: 1071827669
- Artikelnr.: 62161484
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- 06621 890
Margo Gottlieb, Ph.D., is a staunch advocate for multilingual learners and their teachers. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA's English and Spanish language development standards frameworks and their derivative products. Being a bilingual teacher, facilitator, consultant, and mentor across K-20 settings, she has worked with universities, organizations, governments, states, school districts, networks, and schools in co-constructing linguistic and culturally sustainable curriculum and reconceptualizing classroom assessment policy and practice. Margo's passion has always been assessment in its many forms, starting with her dissertation, a K-12 multilingual test in Spanish, Lao, and English that integrated content and language. Since then, she was appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. In her travels, Margo has enjoyed keynoting and presenting across the United States and in 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 20 books and guides, Margös 3rd edition of her best-selling book, Assessing Multilingual Learners: Bridges to Empowerment, is the latest addition to her Corwin compendium.
Foreword
Preface
Acknowledgments
About the Author
Chapter 1: Looking at Assessment Through the Lens of Multilingual Learners
The Dilemma: But English learners isn't an appropriate term (or label), and
initial screening only in English isn't an accurate depiction of who our
multilingual learners are and what they can do!
Federal Influence on Terminology and Assessment
The Resurgence of Bilingual and Dual Language Education
Competing Theories and Views of Assessment
Creating Language and Assessment Policies
Multilingual Learners and Social-Emotional Learning
Tips for Assessment in Multiple Languages
Facing the Issue: Rethink Terminology and Language Education Models
Resolving the Dilemma: Accentuate Equitable Assessment Practices for
Multilingual Learners!
Resources for School and District Leaders
Chapter 2: Getting Started With Assessment in Multiple Languages
The Dilemma: But I only speak English! How can I be expected to communicate
in other languages?
How Language Policy Informs Assessment in Multiple Languages
Effective Leadership in Programs Cultivating Multiple Languages
Supporting Multilingual Learners During Difficult Times
The Assessment Cycle in Multiple Languages
Purposes for Assessment Involving Multilingual Learners
Data Associated With Assessment as, for, and of Learning
Understanding the Basics of Assessment of Learning
Evoking Systemic Change Through Social Justice
Facing the Issue: Advocate on Behalf of Your Multilingual Learners and
Their Families
Resolving the Dilemma: Enlist Families and the Community in the Assessment
Process!
Resources for School and District Leaders
Chapter 3: Planning Curriculum and Assessment in Multiple Languages
The Dilemma: The students are returning to school speaking a mix of
languages!
Stimulating Assessment in Multiple Languages Through Distributive
Leadership
Assessment as an Expression of Curriculum Design
Resources for Curriculum and Assessment in Multiple Languages
A Multilingual Curriculum Framework With Embedded Assessment
Common Assessment for Schools and Districts
Student Assessment Portfolios in Multiple Languages
Facing the Issue: Utilize Multilingual Learners' Resources to Maximize
Their Language Learning
Resolving the Dilemma: Put Trust in Your Multilingual Learners' Language
Use!
Resources for School and District Leaders
Chapter 4: Collecting and Organizing Assessment Information in Multiple
Languages
The Dilemma: Discrimination abounds against multilingualism and
multiculturalism . . . What can we do?
The Role of Leadership in Collecting Data in Multiple Languages
Advice for Collecting Data in a Post-Pandemic World
Improving Accessibility in Data Collection
Revisiting Resources for Assessment in Multiple Languages
Co-planning Data Collection in Multiple Languages
Collecting and Organizing Common Assessment in Multiple Languages
Organizing and Assembling Assessment Portfolios in Multiple Languages
Facing the Issue: Collect Data in Multiple Languages Using Multiple
Resources to Form a Convincing Body of Evidence
Resolving the Dilemma: Take Responsibility for Diminishing Discrimination
for Multilingual Learners and Their Families!
Resources for School and District Leaders
Chapter 5: Interpreting Information and Providing Feedback in Multiple
Languages
The Dilemma: There simply aren't enough qualified language teachers, so
let's place multilingual learners in "special education" classes for
support.
Examining Data in Multiple Languages
Common Assessment in Multiple Languages
Collaboration in Providing Consistent Feedback
Interim/Annual Assessment in Multiple Languages
Standardized Testing: Reassessing Validity Claims
Interpreting Data in Multiple Languages for Local Accountability
Facing the Issue: Never Consider Special Education as an Option for
Multilingual Learners (Unless Duly Warranted)
Resolving the Dilemma: Use Multiple Data Approaches, Sources, and Languages
When Assessing Multilingual Learners!
Resources for School and District Leaders
Chapter 6: Evaluating and Reporting Assessment Information
The Dilemma: But how can we evaluate the effectiveness of instruction or
programs for multilingual learners in multiple languages if we only depend
on results from assessment in one language?
An Equity Framework for Assessing Multilingual Learners
Another Single Story, A Different Scenario: State Reclassification Criteria
Creating Assessment-Capable Students and Schools
Evaluating Linguistically and Culturally Responsive Assessment Practices
The Role of Rubrics in Evaluating and Reporting Assessment Results
Reporting Assessment Results
Reconsidering Grading Practices
Multilingual Learners' Role in Evaluation and Reporting
Facing the Issue: Consider the Many Stories of Multilingual Learners and
Their Families
Resolving the Dilemma: Never Evaluate Evidence or Programs for Multilingual
Learners Based on a Single Story!
Resources for School and District Leaders
Chapter 7: Taking Action Based on Assessment Results
The Dilemma: The "'COVID slide' may be especially troublesome for
English-language learners, the 5 million students still learning English in
the nation's K-12 schools" (Mitchell, 2020). How will schools and districts
measure multilingual learners' "COVID
Action 1: Engage in Reflective Practice and Inquiry
Action 2: Determine Priorities in Assessing in Multiple Languages
Action 3: Challenge the Status Quo in Assessment: Take the Multilingual
Turn
Action 4: Assess Multilingual Learners From a Strengths-Based Lens
Action 5: Enact Effective Assessment Practices in Multiple Languages
Action 6: Use Assessment Data in Multiple Languages to Leverage Systemic
Change
Taking Action: Lessons Learned From Crises
Facing the Issue: Consider Crises as Eye-Opening Opportunities for
Multilingual Learners
Resolving the Dilemma: Provide Equitable Educational Opportunities to All
Minoritized Students, Including Assessment in Multiple Languages for
Multilingual Learners!
Resources for School and District Leaders
Glossary
References
Preface
Acknowledgments
About the Author
Chapter 1: Looking at Assessment Through the Lens of Multilingual Learners
The Dilemma: But English learners isn't an appropriate term (or label), and
initial screening only in English isn't an accurate depiction of who our
multilingual learners are and what they can do!
Federal Influence on Terminology and Assessment
The Resurgence of Bilingual and Dual Language Education
Competing Theories and Views of Assessment
Creating Language and Assessment Policies
Multilingual Learners and Social-Emotional Learning
Tips for Assessment in Multiple Languages
Facing the Issue: Rethink Terminology and Language Education Models
Resolving the Dilemma: Accentuate Equitable Assessment Practices for
Multilingual Learners!
Resources for School and District Leaders
Chapter 2: Getting Started With Assessment in Multiple Languages
The Dilemma: But I only speak English! How can I be expected to communicate
in other languages?
How Language Policy Informs Assessment in Multiple Languages
Effective Leadership in Programs Cultivating Multiple Languages
Supporting Multilingual Learners During Difficult Times
The Assessment Cycle in Multiple Languages
Purposes for Assessment Involving Multilingual Learners
Data Associated With Assessment as, for, and of Learning
Understanding the Basics of Assessment of Learning
Evoking Systemic Change Through Social Justice
Facing the Issue: Advocate on Behalf of Your Multilingual Learners and
Their Families
Resolving the Dilemma: Enlist Families and the Community in the Assessment
Process!
Resources for School and District Leaders
Chapter 3: Planning Curriculum and Assessment in Multiple Languages
The Dilemma: The students are returning to school speaking a mix of
languages!
Stimulating Assessment in Multiple Languages Through Distributive
Leadership
Assessment as an Expression of Curriculum Design
Resources for Curriculum and Assessment in Multiple Languages
A Multilingual Curriculum Framework With Embedded Assessment
Common Assessment for Schools and Districts
Student Assessment Portfolios in Multiple Languages
Facing the Issue: Utilize Multilingual Learners' Resources to Maximize
Their Language Learning
Resolving the Dilemma: Put Trust in Your Multilingual Learners' Language
Use!
Resources for School and District Leaders
Chapter 4: Collecting and Organizing Assessment Information in Multiple
Languages
The Dilemma: Discrimination abounds against multilingualism and
multiculturalism . . . What can we do?
The Role of Leadership in Collecting Data in Multiple Languages
Advice for Collecting Data in a Post-Pandemic World
Improving Accessibility in Data Collection
Revisiting Resources for Assessment in Multiple Languages
Co-planning Data Collection in Multiple Languages
Collecting and Organizing Common Assessment in Multiple Languages
Organizing and Assembling Assessment Portfolios in Multiple Languages
Facing the Issue: Collect Data in Multiple Languages Using Multiple
Resources to Form a Convincing Body of Evidence
Resolving the Dilemma: Take Responsibility for Diminishing Discrimination
for Multilingual Learners and Their Families!
Resources for School and District Leaders
Chapter 5: Interpreting Information and Providing Feedback in Multiple
Languages
The Dilemma: There simply aren't enough qualified language teachers, so
let's place multilingual learners in "special education" classes for
support.
Examining Data in Multiple Languages
Common Assessment in Multiple Languages
Collaboration in Providing Consistent Feedback
Interim/Annual Assessment in Multiple Languages
Standardized Testing: Reassessing Validity Claims
Interpreting Data in Multiple Languages for Local Accountability
Facing the Issue: Never Consider Special Education as an Option for
Multilingual Learners (Unless Duly Warranted)
Resolving the Dilemma: Use Multiple Data Approaches, Sources, and Languages
When Assessing Multilingual Learners!
Resources for School and District Leaders
Chapter 6: Evaluating and Reporting Assessment Information
The Dilemma: But how can we evaluate the effectiveness of instruction or
programs for multilingual learners in multiple languages if we only depend
on results from assessment in one language?
An Equity Framework for Assessing Multilingual Learners
Another Single Story, A Different Scenario: State Reclassification Criteria
Creating Assessment-Capable Students and Schools
Evaluating Linguistically and Culturally Responsive Assessment Practices
The Role of Rubrics in Evaluating and Reporting Assessment Results
Reporting Assessment Results
Reconsidering Grading Practices
Multilingual Learners' Role in Evaluation and Reporting
Facing the Issue: Consider the Many Stories of Multilingual Learners and
Their Families
Resolving the Dilemma: Never Evaluate Evidence or Programs for Multilingual
Learners Based on a Single Story!
Resources for School and District Leaders
Chapter 7: Taking Action Based on Assessment Results
The Dilemma: The "'COVID slide' may be especially troublesome for
English-language learners, the 5 million students still learning English in
the nation's K-12 schools" (Mitchell, 2020). How will schools and districts
measure multilingual learners' "COVID
Action 1: Engage in Reflective Practice and Inquiry
Action 2: Determine Priorities in Assessing in Multiple Languages
Action 3: Challenge the Status Quo in Assessment: Take the Multilingual
Turn
Action 4: Assess Multilingual Learners From a Strengths-Based Lens
Action 5: Enact Effective Assessment Practices in Multiple Languages
Action 6: Use Assessment Data in Multiple Languages to Leverage Systemic
Change
Taking Action: Lessons Learned From Crises
Facing the Issue: Consider Crises as Eye-Opening Opportunities for
Multilingual Learners
Resolving the Dilemma: Provide Equitable Educational Opportunities to All
Minoritized Students, Including Assessment in Multiple Languages for
Multilingual Learners!
Resources for School and District Leaders
Glossary
References
Foreword
Preface
Acknowledgments
About the Author
Chapter 1: Looking at Assessment Through the Lens of Multilingual Learners
The Dilemma: But English learners isn't an appropriate term (or label), and
initial screening only in English isn't an accurate depiction of who our
multilingual learners are and what they can do!
Federal Influence on Terminology and Assessment
The Resurgence of Bilingual and Dual Language Education
Competing Theories and Views of Assessment
Creating Language and Assessment Policies
Multilingual Learners and Social-Emotional Learning
Tips for Assessment in Multiple Languages
Facing the Issue: Rethink Terminology and Language Education Models
Resolving the Dilemma: Accentuate Equitable Assessment Practices for
Multilingual Learners!
Resources for School and District Leaders
Chapter 2: Getting Started With Assessment in Multiple Languages
The Dilemma: But I only speak English! How can I be expected to communicate
in other languages?
How Language Policy Informs Assessment in Multiple Languages
Effective Leadership in Programs Cultivating Multiple Languages
Supporting Multilingual Learners During Difficult Times
The Assessment Cycle in Multiple Languages
Purposes for Assessment Involving Multilingual Learners
Data Associated With Assessment as, for, and of Learning
Understanding the Basics of Assessment of Learning
Evoking Systemic Change Through Social Justice
Facing the Issue: Advocate on Behalf of Your Multilingual Learners and
Their Families
Resolving the Dilemma: Enlist Families and the Community in the Assessment
Process!
Resources for School and District Leaders
Chapter 3: Planning Curriculum and Assessment in Multiple Languages
The Dilemma: The students are returning to school speaking a mix of
languages!
Stimulating Assessment in Multiple Languages Through Distributive
Leadership
Assessment as an Expression of Curriculum Design
Resources for Curriculum and Assessment in Multiple Languages
A Multilingual Curriculum Framework With Embedded Assessment
Common Assessment for Schools and Districts
Student Assessment Portfolios in Multiple Languages
Facing the Issue: Utilize Multilingual Learners' Resources to Maximize
Their Language Learning
Resolving the Dilemma: Put Trust in Your Multilingual Learners' Language
Use!
Resources for School and District Leaders
Chapter 4: Collecting and Organizing Assessment Information in Multiple
Languages
The Dilemma: Discrimination abounds against multilingualism and
multiculturalism . . . What can we do?
The Role of Leadership in Collecting Data in Multiple Languages
Advice for Collecting Data in a Post-Pandemic World
Improving Accessibility in Data Collection
Revisiting Resources for Assessment in Multiple Languages
Co-planning Data Collection in Multiple Languages
Collecting and Organizing Common Assessment in Multiple Languages
Organizing and Assembling Assessment Portfolios in Multiple Languages
Facing the Issue: Collect Data in Multiple Languages Using Multiple
Resources to Form a Convincing Body of Evidence
Resolving the Dilemma: Take Responsibility for Diminishing Discrimination
for Multilingual Learners and Their Families!
Resources for School and District Leaders
Chapter 5: Interpreting Information and Providing Feedback in Multiple
Languages
The Dilemma: There simply aren't enough qualified language teachers, so
let's place multilingual learners in "special education" classes for
support.
Examining Data in Multiple Languages
Common Assessment in Multiple Languages
Collaboration in Providing Consistent Feedback
Interim/Annual Assessment in Multiple Languages
Standardized Testing: Reassessing Validity Claims
Interpreting Data in Multiple Languages for Local Accountability
Facing the Issue: Never Consider Special Education as an Option for
Multilingual Learners (Unless Duly Warranted)
Resolving the Dilemma: Use Multiple Data Approaches, Sources, and Languages
When Assessing Multilingual Learners!
Resources for School and District Leaders
Chapter 6: Evaluating and Reporting Assessment Information
The Dilemma: But how can we evaluate the effectiveness of instruction or
programs for multilingual learners in multiple languages if we only depend
on results from assessment in one language?
An Equity Framework for Assessing Multilingual Learners
Another Single Story, A Different Scenario: State Reclassification Criteria
Creating Assessment-Capable Students and Schools
Evaluating Linguistically and Culturally Responsive Assessment Practices
The Role of Rubrics in Evaluating and Reporting Assessment Results
Reporting Assessment Results
Reconsidering Grading Practices
Multilingual Learners' Role in Evaluation and Reporting
Facing the Issue: Consider the Many Stories of Multilingual Learners and
Their Families
Resolving the Dilemma: Never Evaluate Evidence or Programs for Multilingual
Learners Based on a Single Story!
Resources for School and District Leaders
Chapter 7: Taking Action Based on Assessment Results
The Dilemma: The "'COVID slide' may be especially troublesome for
English-language learners, the 5 million students still learning English in
the nation's K-12 schools" (Mitchell, 2020). How will schools and districts
measure multilingual learners' "COVID
Action 1: Engage in Reflective Practice and Inquiry
Action 2: Determine Priorities in Assessing in Multiple Languages
Action 3: Challenge the Status Quo in Assessment: Take the Multilingual
Turn
Action 4: Assess Multilingual Learners From a Strengths-Based Lens
Action 5: Enact Effective Assessment Practices in Multiple Languages
Action 6: Use Assessment Data in Multiple Languages to Leverage Systemic
Change
Taking Action: Lessons Learned From Crises
Facing the Issue: Consider Crises as Eye-Opening Opportunities for
Multilingual Learners
Resolving the Dilemma: Provide Equitable Educational Opportunities to All
Minoritized Students, Including Assessment in Multiple Languages for
Multilingual Learners!
Resources for School and District Leaders
Glossary
References
Preface
Acknowledgments
About the Author
Chapter 1: Looking at Assessment Through the Lens of Multilingual Learners
The Dilemma: But English learners isn't an appropriate term (or label), and
initial screening only in English isn't an accurate depiction of who our
multilingual learners are and what they can do!
Federal Influence on Terminology and Assessment
The Resurgence of Bilingual and Dual Language Education
Competing Theories and Views of Assessment
Creating Language and Assessment Policies
Multilingual Learners and Social-Emotional Learning
Tips for Assessment in Multiple Languages
Facing the Issue: Rethink Terminology and Language Education Models
Resolving the Dilemma: Accentuate Equitable Assessment Practices for
Multilingual Learners!
Resources for School and District Leaders
Chapter 2: Getting Started With Assessment in Multiple Languages
The Dilemma: But I only speak English! How can I be expected to communicate
in other languages?
How Language Policy Informs Assessment in Multiple Languages
Effective Leadership in Programs Cultivating Multiple Languages
Supporting Multilingual Learners During Difficult Times
The Assessment Cycle in Multiple Languages
Purposes for Assessment Involving Multilingual Learners
Data Associated With Assessment as, for, and of Learning
Understanding the Basics of Assessment of Learning
Evoking Systemic Change Through Social Justice
Facing the Issue: Advocate on Behalf of Your Multilingual Learners and
Their Families
Resolving the Dilemma: Enlist Families and the Community in the Assessment
Process!
Resources for School and District Leaders
Chapter 3: Planning Curriculum and Assessment in Multiple Languages
The Dilemma: The students are returning to school speaking a mix of
languages!
Stimulating Assessment in Multiple Languages Through Distributive
Leadership
Assessment as an Expression of Curriculum Design
Resources for Curriculum and Assessment in Multiple Languages
A Multilingual Curriculum Framework With Embedded Assessment
Common Assessment for Schools and Districts
Student Assessment Portfolios in Multiple Languages
Facing the Issue: Utilize Multilingual Learners' Resources to Maximize
Their Language Learning
Resolving the Dilemma: Put Trust in Your Multilingual Learners' Language
Use!
Resources for School and District Leaders
Chapter 4: Collecting and Organizing Assessment Information in Multiple
Languages
The Dilemma: Discrimination abounds against multilingualism and
multiculturalism . . . What can we do?
The Role of Leadership in Collecting Data in Multiple Languages
Advice for Collecting Data in a Post-Pandemic World
Improving Accessibility in Data Collection
Revisiting Resources for Assessment in Multiple Languages
Co-planning Data Collection in Multiple Languages
Collecting and Organizing Common Assessment in Multiple Languages
Organizing and Assembling Assessment Portfolios in Multiple Languages
Facing the Issue: Collect Data in Multiple Languages Using Multiple
Resources to Form a Convincing Body of Evidence
Resolving the Dilemma: Take Responsibility for Diminishing Discrimination
for Multilingual Learners and Their Families!
Resources for School and District Leaders
Chapter 5: Interpreting Information and Providing Feedback in Multiple
Languages
The Dilemma: There simply aren't enough qualified language teachers, so
let's place multilingual learners in "special education" classes for
support.
Examining Data in Multiple Languages
Common Assessment in Multiple Languages
Collaboration in Providing Consistent Feedback
Interim/Annual Assessment in Multiple Languages
Standardized Testing: Reassessing Validity Claims
Interpreting Data in Multiple Languages for Local Accountability
Facing the Issue: Never Consider Special Education as an Option for
Multilingual Learners (Unless Duly Warranted)
Resolving the Dilemma: Use Multiple Data Approaches, Sources, and Languages
When Assessing Multilingual Learners!
Resources for School and District Leaders
Chapter 6: Evaluating and Reporting Assessment Information
The Dilemma: But how can we evaluate the effectiveness of instruction or
programs for multilingual learners in multiple languages if we only depend
on results from assessment in one language?
An Equity Framework for Assessing Multilingual Learners
Another Single Story, A Different Scenario: State Reclassification Criteria
Creating Assessment-Capable Students and Schools
Evaluating Linguistically and Culturally Responsive Assessment Practices
The Role of Rubrics in Evaluating and Reporting Assessment Results
Reporting Assessment Results
Reconsidering Grading Practices
Multilingual Learners' Role in Evaluation and Reporting
Facing the Issue: Consider the Many Stories of Multilingual Learners and
Their Families
Resolving the Dilemma: Never Evaluate Evidence or Programs for Multilingual
Learners Based on a Single Story!
Resources for School and District Leaders
Chapter 7: Taking Action Based on Assessment Results
The Dilemma: The "'COVID slide' may be especially troublesome for
English-language learners, the 5 million students still learning English in
the nation's K-12 schools" (Mitchell, 2020). How will schools and districts
measure multilingual learners' "COVID
Action 1: Engage in Reflective Practice and Inquiry
Action 2: Determine Priorities in Assessing in Multiple Languages
Action 3: Challenge the Status Quo in Assessment: Take the Multilingual
Turn
Action 4: Assess Multilingual Learners From a Strengths-Based Lens
Action 5: Enact Effective Assessment Practices in Multiple Languages
Action 6: Use Assessment Data in Multiple Languages to Leverage Systemic
Change
Taking Action: Lessons Learned From Crises
Facing the Issue: Consider Crises as Eye-Opening Opportunities for
Multilingual Learners
Resolving the Dilemma: Provide Equitable Educational Opportunities to All
Minoritized Students, Including Assessment in Multiple Languages for
Multilingual Learners!
Resources for School and District Leaders
Glossary
References