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?

Is it equitable to have the same grading policy for all students, including multilingual learners? Read this week's "Multilingual Mystery" blog and share your thoughts.