Assessment of young multilingual learners is hampered by a dearth of valid, linguistically appropriate measures and by English-only administration¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Research widely recommends nonstandardized assessments such as portfolios, language samples, holistic observations, and authentic performance-based assessments, conducted across varied content areas and contexts. → Burr 2022

Evidence¶

Burr 2022¶

Burr, E., & Burho, J. (2022). Resourcing supports for young multilingual learners with suspected disabilities in California: Learning collaborative recommendations. WestEd. https://eric.ed.gov/?id=ED655645

q2 · i? · review · r2

The report states that "research widely recommends the use of nonstandardized assessments," listing portfolios, language samples, holistic observations, and authentic performance-based assessments, ideally across varied contexts (Farnsworth, 2018).

"research widely recommends the use of nonstandardized assessments, such as portfolios, language samples, holistic classroom observations, narrative analysis, curriculum-based assessments, and authentic performance-based assessments (Farnsworth, 2018)"

Discussion¶

Related Claims¶

• The authors assert that innovative assessment measures capture POG competencies more fully than traditional standardized tests — a broader claim this one bears on
• Systems constraints on pre-referral include lack of appropriate observation tools, over-identification fears, and COVID-19 effects — related
• Bilingual staff help differentiate typical language development from disability, but interviewees described no systematic process for doing so — related
• Narrow, skills-only KEAs can narrow the kindergarten curriculum and foster inappropriate teaching, while holistic observational assessment can drive developmentally appropriate practice — related
• The portfolio adds context to holistic review that readers say helps level the playing field for applicants from under-resourced high schools — a narrower finding that bears on this claim
• It is inappropriate to use KEA scores to evaluate teachers or preschool programs, hold children back from kindergarten, or diagnose learning disabilities — related
• Learning behaviors of typical multilingual development can resemble those of disability, complicating accurate identification — related
• State assessment design decisions inevitably shape classroom instruction, often narrowing curriculum and teaching practices — related
• Educators' efforts to support SEL are hampered by a lack of available, unbiased measures of related competencies — related