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ERIC Number: EJ986194
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0040-5841
Assessment of Bilingual/Multilingual Pre-K-Grade 12 Students: A Critical Discussion of Past, Present, and Future Issues
Gonzalez, Virginia
Theory Into Practice, v51 n4 p290-296 2012
This article examines major unresolved challenges in the assessment of pre-K-grade 12 multilingual students in US public schools. The ethnic educator approach advocates for a change of paradigms in assessment, one that abandons the medical model to incorporate socio-constructivist theoretical perspectives and pluralistic and progressive social justice ideologies that respect, value, and celebrate the cultural-linguistic diversity of bilingual/multilingual students. Past, present, and future challenges in the assessment of multilingual students are discussed, emphasizing the need: (a) for teacher preparation programs to include training in classroom-based assessments, (b) to use the students' first language for linking assessment to academic competence across content areas, and (c) to use classroom-based assessments representing the students' cultural and socio-economic status (SES) backgrounds. Some recommendations for future research on best practices in the assessment of bilingual/multilingual students are made.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A