If testing (rather than assessment) continues to prevail as what ‘counts’, and schools measure multilingual learners’ progress from only a restricted accountability perspective- that is from score to score- without considering the other purposes, audiences, and contexts for assessment, what ultimately serves as evidence of learning?

Does the presence of multimodalities confound comprehension of text in testing situations, especially for multilingual learners? In this blog, we explore three of many ways multimodalities can positively impact classroom assessment for multilingual learners.

"Schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of proficiency in a named language, which insists on inhibiting translanguaging."

Do translations and transadaptations of tests into languages other than English serve as equity tools for assessing multilingual learners?