1. Classroom Assessment: Honoring the Past, Embracing the Present, and Shaping the Future of Our Multilingual Learners*
Margo gottlieb

2. 2-08-19 IABE Conference margogottlieb@gmail.com
Multilingual Learners*….
children and youth who are or have been consistently exposed to or who are learning in two or more languages:
English learners (Els), English language learners (ELLs), English as an additional language (EAL) students
emergent bilinguals
dual language learners in preK settings
ELLs with disabilities
gifted and talented ELLs
students with interrupted formal education (SIFE)
long-term ELLs (L-TELs)
newcomer ELLs; heritage language learners
students who speak varieties of Englishes or indigenous languages
students who are learning in two languages in dual language or immersion settings

3. 1979- 2019 40 years of Iabe & assessment!
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4. A peek into MY Past ….1979
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5. where we are going….our future
To honor assessment practices for multilingual learners throughout time, we will explore
where we have been….our past
where we are now….our present
where we are going….our future
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6. All the while we are going to accentuate equity in assessment by placing our multilingual learners (and their teachers) up front and center!
Caste away your doubts and apprehensions
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7. LET’S GET STARTED..What is the first thing that comes to mind when you hear…..?
Let’s set the stage for our time capsule.
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8. Where we have been and where we are going…
1979…..determining the relative proficiency of limited English proficient students the biliingual syntax measure (Dulay and Burt)
2019….imagining schools as laboratories for exploring multilingual assessment policies and practices
(De Baker & Van Avermaet)
What is a change in assessment that you have
noticed over the years?
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9. From being removed from instruction to being integral to it
a gradual Reorientation of Assessment for multilingual learners over the decades
From centering on test scores and grading to focusing on stakeholder input and impact
From being externally imposed upon teachers to being internally negotiated by teachers and students
From being removed from instruction to being integral to it
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10. 2-08-19 IABE Conference margogottlieb@gmail.com

11. The Moral of the Cartoon
classroom assessment must be interwoven into instruction to yield useful information for improving teaching & learning.
classroom assessment must directly involve the stakeholders impacted by the results to yield meaningful information for decision-making.
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12. Assessment is our friend. of teaching and learning.
Assessment results should not be associated with punitive actions nor have negative consequences
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13. = opportunities for learning
opportunities for observing students engage in meaning-making
opportunities for student self-reflection
opportunities for students to show evidence of their learning
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14. Enhancing Opportunities for Making Education
Equitable for Multilingual Learners
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15. Take responsibility for and have ownership of their own learning?
self check: Does assessment currently allow your multilingual learners to….
Take responsibility for and have ownership of their own learning?
Connect with their lived experiences, languages, and cultures?
Express themselves in the language(s) of their choice?
Have multimodal ways to show their learning?
A quick test
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16. From 1 to 5 in a show of hands… to what extent are your Multilingual Learners currently engaged in classroom Assessment?  

17. Where we have been…. Our past
The Domination of assessment of learning
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18. ASSESSMENT OF LEARNING IS GENERALLY EQUATED WITH:
HIGH-STAKES TESTS ADMINISTERED ON AN ANNUAL BASIS THAT ARE TIED TO STATE ACCOUNTABILITY
PAPER OR ON-LINE TESTS GIVEN ON AN INTERIM BASIS THAT ARE TIED TO DISTRICT ACCOUNTABILITY
END-OF-CHAPTER TESTS FOR PACKAGED CURRICULUM THAT ARE TIED TO CLASSROOM ACCOUNTABILITY
CLASSROOM TEACHERS HAVE LITTLE CONTROL OVER MEASURES THAT ARE GENERALLY EXTERNAL TO EVERYDAY INSTRUCTION
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19. Revisiting Recent History: 2003- 2015
’A desire to increase test scores led many schools to race to the bottom in terms of instructional strategies employed, which included an outsized emphasis on test-preparation techniques and a narrowing of the
curriculum to focus, sometimes exclusively, on those standards that were tested on state assessments.’
…. Conley, 2014, 7-8
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20. For too many years educational success has been equated with high-stakes testing…..
so much so that we have forgotten the importance of human interaction and the nurturing of relationships.
…Zacarian, 2011
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21. We NEED to strike a delicate balance between the demands of external accountability and the wealth of information THAT IS internal to the classroom.
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22. The BASIC Model, circa 2007 ….Gottlieb & nguyen
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23. ENTER CLASSROOM ASSESSMENT- ANOTHER VIEW OF Assessment of Learning
EEXTERNALLY IMPOSED UPON TEACHERS
INTERNALLY GENERATED BY TEACHERS
TEACHERS AS DECISION-MAKERS
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24. In CLASSROOM-BASED assessment of learning, teachers can HAVE input in:
CRAFTING FINAL PROJECTS FOR UNITS OF LEARNING
ADAPTING/ ADOPTING AND APPLYING SUCCESS CRITERIA
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25. classroom assessment of learning For multilingual learners MUST also be:
LINGUISTICALLY AND CULTURALLY SUSTAINABLE, REPRESENTING STUDENTS’ LANGUAGES, CULTURES, AND EXPERIENCES
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26. AGENTS AND ADVOCATES FOR THEIR OWN LEARNING.
SO THAT THEY SEE THEMSELVES AND BECOME
AGENTS AND ADVOCATES FOR THEIR OWN LEARNING.
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27. SO Where we are now? THE present
Shifting to assessment for learning
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28. Assessment for Learning
Assessment of Learning
Assessment for Learning
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29. ASSESSMENT FOR LEARNING IS AN INTERACTIVE PROCESS IN WHICH TEACHERS ASSIST LEARNERS WORK WITHIN THE LEARNERS’ ZONE OF PROXIMAL DEVELOPMENT TO PROGRESS TO THEIR NEXT STEP OF LEARNING.
THIS VYGOTSYAN-BASED, SOCIOCULTURAL PERSPECTIVE CENTERS ON MOVING STUDENT LEARNING FORWARD WHILE IMPROVING TEACHING.
….SARDAREH & SAAD, 2012
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30. FOR MULTILINGUAL LEARNERS, ASSESSMENT FOR LEARNING ENTAILS HAVING
TEACHERS PROVIDE SCAFFOLDS THAT ARE SENSITIVE TO THE STUDENTS’
EXPERIENCES, ABILITIES, AND LANGUAGE PROFICIENCIES.
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31. assessment FOR LEARNING IS stakeholder-driven and relationship building
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32. In assessment for learning, teachers together with students
Negotiate student learning goals
Co-construct criteria for success
Decide ways for students to express their learning (through multimodalities- oral, written, visual, digital, or graphic means)
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33. In assessment for learning, teachers as partners or in teams
Co-plan and coordinate curriculum, co-instruct, and co-assess
Collaborate in designing and implementing common assessment across classrooms
collect original student work and determine agreement (inter- rater reliability)
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