Adapt English-language KEA administration so students may respond in Spanish or English, with bilingual directions and Spanish-adapted rather than merely translated prompts¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

This strategy modifies observation-based, English-language KEA protocols so Spanish–English bilinguals can demonstrate knowledge bilingually. The brief recommends that "assessments can include options to explicitly allow students to respond in Spanish or English as appropriate; test directions can be provided in both languages; and rather than just providing a Spanish translation of item prompts, the prompts can be adapted to Spanish as appropriate." Adaptations should reflect bilingual developmental trajectories, accept code-switching or Spanish-language responses, and be accompanied by Spanish–English-focused validity and reliability studies.

Design Implications¶

Context¶

Requirements¶

• Adaptations must include Spanish–English-focused validity and reliability studies, acceptance of code-switching or Spanish-language responses, and content reflecting the unique developmental trajectories of Spanish–English bilingual learners.

Constraints¶

• Adapting an assessment involves more than simple translation: Spanish syllabic structures hold greater salience than in English, and culturally relevant words vary across regional contexts, so piloting word usage with local participants is important.

Target Learners¶

• Spanish–English bilingual children entering kindergarten

Target Learning Goals¶

• Valid, reliable, culturally and linguistically responsive measurement of school readiness in language, literacy, and mathematics

Claims¶

• Spanish–English bilinguals performed better on kindergarten mathematics assessments when tested in Spanish [+W]

Related Strategies¶

• Adapt translated assessments to the target jurisdiction's linguistic and cultural characteristics, and revise administration scripts and timing to fit test-takers unfamiliar with the format.

Examples¶

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Key Sources¶

• Rolla, A., & Mottesi, G. (2024). Bilingual Beginnings: Planning Kindergarten Entry Assessments for Spanish–English Speakers. WestEd, Region 15 Comprehensive Center. https://csaa.wested.org/resource/kindergarten-entry-assessments-an-examination-of-best-practices-national-trends-and-recommendations/