Reducing Inequalities Inherent in Literacy Assessment of Multilingual Learners

Abstract

This 2-year exploratory study of Multilingual Learner’s performance on literacy assessments is grounded in Culturally Responsive Teaching. By examining the protocols for universal screeners and progress monitoring at one midwestern elementary school, teachers and researchers learned more about language vs. literacy-related results and discovered ways to better meet the needs of learners. Data gathered through focus group discussions, classroom observations, literacy assessments, and field notes were analyzed. Findings include: (1) students read passages that lacked cultural and linguistic relevancy, (2) professionals questioned the reliability and validity of assessments for multilingual learners, (3) assessment results perpetuated an idea that students needed to be ‘fixed’ creating a tension between language acquisition and literacy assessment scores, and (4) room for increased awareness and consideration in the selection of literacy assessments for ML learners. Ideas are shared for nuanced improvements in literacy assessments for multilingual learners.

Keywords:

• Literacy assessments
• multilingual learners
• R-CBMs
• reduced inequalities
• relevancy

Disclosure statement

No potential conflict of interest was reported by the author(s).