Classroom Assessment in Multiple Languages: A Handbook for Teachers

by Margo Gottlieb

Overview

What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do.

Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll:

• Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages
• Add to your toolkit of classroom assessment practices in one or multiple languages
• Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire
• Recognize how social-emotional, content, and language learning are all tied to classroom assessment
• Guide multilingual learners in having voice and choice in the assessment process

Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away.

“Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.”

~Kathy Escamilla

Product Details

ISBN-13:	9781544384603
Publisher:	SAGE Publications
Publication date:	02/02/2021
Pages:	264
Product dimensions:	8.40(w) x 10.70(h) x 0.60(d)

About the Author

Margo Gottlieb, Ph.D., has been a bilingual teacher, coordinator, facilitator, consultant, and mentor across K-20 settings. Having worked with universities, organizations, governments, states, school districts, networks, and schools, Margo has co-constructed linguistic and culturally sustainable curriculum and reconceptualized classroom assessment, policy, and practice. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA’s English and Spanish language development standards frameworks and their derivative products. She has been appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. An avid traveler, Margo has enjoyed keynoting and presenting across the United States, territories, and 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 22 books, Margo's 3^rd edition of Assessing Multilingual Learners: Bridges to Empowerment (2024) and Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (with A. Honigsfeld, 2025) are the latest additions to her Corwin compendium.

In 2025, Margo was inducted into the Multilingual Education Hall of Fame.

Table of Contents

Foreword Kathy Escamilla xiii

Preface xvii

About the Author xxxi

Chapter 1 Who Are Multilingual Learners and Why Assess in Multiple Languages? 1

The Dilemma: But the term English learners doesn't accentuate what our students can do! 2

What Is the Terminology (and Labels) for Multilingual Learners and Their Tie to Assessment? 4

Multilingual Education 4

Multilingualism 4

Multilingual Learners 4

What Are the Prevailing Theories of Language Learning? 8

Translanguaging 10

What Is a Framework for Classroom Assessment in Multiple Languages? 11

How Might We Create a Language and Assessment Policy? 12

The Big Question: Why Assess in Multiple Languages? 13

Engaging Multilingual Learners in Assessment 14

What Is Assessment as, for, and of Learning for Multilingual Learners in Multiple Languages? 16

What Are Some Tips for Classroom Assessment in Multiple Languages? 18

How Might We Face the Issue? Instill an Assets-Driven Philosophy in Your Classroom or School! 19

For Younger Multilingual Learners 19

For Older Multilingual Learners 19

For Teachers and Other Instructional Leaders 20

For School Leaders 20

How Might We Resolve the Dilemma? Accentuate What Multilingual Learners Can Do! 20

Resources for Multilingual Learners, Their Teachers, and Other School Leaders

Resource 1.1 For Teachers and Their Multilingual Learners: Our Classroom Language and Assessment Policy 21

Resource 1.2 For Multilingual Learners: My Language Policy 22

Resource 1.3 For Multilingual Learners: My Personal Portrait 23

Resource 1.4 For Multilingual Learners and Their Teachers: My Classroom Portrait 24

Resource 1.5 For Teachers and Other School Leaders: My Personal Use of Assessment as, for, and of Learning 25

Chapter 2 How Do We Get Started With Assessment in Multiple Languages? 26

The Dilemma: But I only speak English… someone needs to translate! 26

How Do We Begin to Think About Assessment for Multilingual Learners in Multiple Languages? 30

What Comes Next in Assessing in Multiple Languages? 31

For Schools 32

For Classrooms 33

For Multilingual Learners 35

How Is Classroom Assessment as, for, and of Learning Useful? 35

Assessment as Learning 36

Assessment for Learning 36

Assessment of Learning 37

How Do Standards Impact Assessment in Multiple Languages? 37

How Is Assessment in Multiple Languages Related to Curriculum Design? 39

Where Does Translanguaging Fit Into Curriculum, Instruction, and Assessment? 41

How Might We Face the Issue? Create a Multilingual Resource Bank 42

For Younger Multilingual Learners 42

For Older Multilingual Learners 43

For Teachers and Other Instructional Leaders 43

For School Leaders 43

How Might We Resolve the Dilemma? Enlist Multilinguals in the Assessment Process! 43

Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders

Resource 2.1 For Teachers and Other Instructional Leaders: A Planning Sheet for Assessment in Multiple Languages 45

Resource 2.2 For Teachers and Other Instructional Leaders: Planning the Plow of Assessment Data for Multilingual Learners Throughout the School Year 47

Resource 2.3 For Multilingual Learners: My Multilingual Language Portrait 48

Resource 2.4 For Multilingual Learners: A Sample Oral Language Use Survey for Multilingual Learners 51

Resource 2.5 For Multilingual Learners: A Sample Literacy Survey for Multilingual Learners 53

Resource 2.6 For Teachers and Other Instructional Leaders: Guidelines for Collecting Oral and Written Language Samples in Multiple Languages 55

Resource 2.7 For Teachers and Other School Leaders: Considerations for Assessment in Multiple Languages: A Checklist and Rating Scale 56

Chapter 3 Planning Classroom Assessment in Multiple Languages 58

The Dilemma: But my students just socialize in their home language! 58

What Does Classroom Assessment in Multiple Languages Entail? 60

Additional Purposes for Classroom Assessment in Multiple Languages 61

How Is Classroom Assessment an Expression of Curriculum Design? 63

Features of Effective Curricula for Multilingual Learners 64

A Model of Curriculum Design for Multilingual Learners 65

Planning Assessment for a Unit of Learning in Multiple Languages: An Exemplar 65

Planning Classroom Assessment as, for, and of Learning for Curriculum and Instruction 71

Assessment of Learning 71

Assessment for Learning 72

Assessment as Learning 72

Lesson Planning in Multiple Languages Within a Unit of Learning 73

Where Does Translanguaging Fit in Planning Assessment? 75

How Might We Face the Issue? Ask Questions and Listen to Your Students! 76

For Younger Multilingual Learners 76

For Older Multilingual Learners 76

For Teachers and Other Instructional Leaders 77

For School Leaders 77

How Might We Resolve the Dilemma? Put Trust in Your Multilingual Learners! 77

Resources for Multilingual Learners, Teachers, and Other School Leaders

Resource 3.1 For Teachers and Other School Leaders: Purposes for Classroom Assessment 79

Resource 3.2 For Teachers of Multilingual Learners: Connecting Purposes for Assessment, the Final Project, and the First Week's Lessons 80

Resource 3.3 For Teachers and Multilingual Learners: The Connection Among Purposes for Assessment, the Final Project, and the First Week's Lessons 81

Resource 3.4 For School Leaders and Teachers: Evaluating the Effectiveness of Assessment in Curriculum Design for Multilingual Learners: A Rating Scale 82

Resource 3.5 For Teachers and Coaches: Planning Assessment in Multiple Languages for a Unit of Learning 83

Resource 3.6 For Teachers and Multilingual Learners: Planning Assessment in Multiple Languages for a Set of Lessons 84

Chapter 4 Collecting and Organizing Assessment information in Multiple Languages 85

The Dilemma: But my colleagues and school leaders simply don't understand the value of multilingualism! 85

Why Match Data to the Purposes for Assessment? 88

What Resources Enhance Instruction and Assessment in Multiple Languages? 89

Thinking About Multimodal Resources in Data Collection for Multilingual Learners 90

Thinking About Translanguaging in the Data Collection Phase 93

Thinking About Multiliteracies When Assessing in Multiple Languages 95

How Might We Collect and Organize Student Samples in Multiple Languages? 97

Collecting Receptive Language Data: Observing Student Interaction During Content Instruction 98

Collecting Productive Language Data: Gathering Student Samples During Content Instruction 99

Collecting Data During Distance Learning 101

Organizing Data in Multiple Languages 102

How Might We Face the Issue? Connect With Multilingual Families, Communities, and Other Educators 104

For Younger Multilingual Learners 104

For Older Multilingual Learners 105

For Teachers and Other Instructional Leaders 105

For School Leaders 105

How Might We Resolve the Dilemma? Annotate Data From Your Multilingual Learners! 106

Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders

Resource 4.1 For Teachers and Other Instructional Leaders: Matching the Purpose for Classroom Assessment With Data 107

Resource 4.2 For Instructional Coaches and Teachers: A Checklist for Scaffolding Instruction and Assessment in Multiple Languages 108

Resource 4.3 For Multilingual Learners: Using Images for Data Collection 109

Resource 4.4 For Teachers and Multilingual Learners: Categorizing Student Samples of Multimodal Communication and Multiliteracies as Assessment as, for, and of Learning 110

Resource 4.5 For Teachers of Multilingual Learners: An Inventory of Receptive Language Activities 111

Resource 4.6 For Multilingual Learners: When I Listen, Read, and View 113

Resource 4.7 For Teachers of Multilingual Learners: An Inventory of Activities for Speaking, Writing, and Illustrating 115

Resource 4.8 For Older Multilingual Learners: When I Speak, Write, and Illustrate 117

Resource 4.9 For Teachers of Multilingual Learners: Collecting and Organizing Receptive and Productive Data in Multiple Languages 119

Resource 4.10 For Teachers and Multilingual Learners: Collecting Language Samples Representing Assessment as, for, and of Learning 120

Chapter 5 Interpreting information and Providing Feedback in Multiple Languages 121

The Dilemma: But learning in multiple languages confuses students and teachers alike! 121

How Might We Interpret Everyday Classroom Data in Multiple Languages? 123

Generating and Interpreting Data From Classroom Observation 124

Generating and Interpreting Data From Multimodal Communication and Multiliteracies 127

Generating and Interpreting Data From Translanguaging 128

What Are Some Strategies for Interpreting Literacy Data? 130

Interpreting Literacy Through Content 130

Student Self-Assessment of Character Traits: Interpreting Social-Emotional Learning 133

How Might We Interpret Long-Term Projects in Multiple Languages? 133

What Is the Role of Feedback in Classroom Assessment in Multiple Languages? 134

Giving Content-Related Feedback 137

Giving Language-Related Feedback 137

What Is the Role of Collaboration in Interpreting Assessment Information? 139

How Might We Face the Issue? Create an International Network of Educators 139

For Younger Multilingual Learners 140

For Older Multilingual Learners 140

For Teachers and Other Instructional Leaders 140

For School Leaders 140

How Might We Resolve the Dilemma? Believe in Your Students as Learners! 141

Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders

Resource 5.1 For Teachers and Other Instructional Leaders: Collecting and Recording Information on Multilingual Learners' Language, Literacy, and Translanguaging Practices 142

Resource 5.2 For Instructional Leaders and Older Multilingual Learners: Student Milestones Based on Observational Notes 143

Resource 5.3 For Multilingual Learners: A Rating Scale for Interpreting Text in Multiple Languages 144

Resource 5.4 For Multilingual Learners: How I Learn 145

Chapter 6 Evaluating and Reporting Assessment Information in Multiple Languages 146

The Dilemma: But the same grading policy for all students, including multilingual learners, just doesn't make sense! 147

What Is the Basis for Evaluating Information From Assessment in Multiple Languages? 149

Rethinking Evaluating and Reporting Based on Assessment in Multiple Languages 150

How Might We Report Assessment Results? 151

Student Self-Reflection and Self-Reports: Assessment as Learning 152

Metacognitive Awareness 153

Metalinguistic Awareness 154

Metacultural Awareness 155

Classroom-Generated Reports: Assessment for Learning 157

Unit-Level Reports: Assessment of Learning 158

How Is Grading a Form of Evaluation? 159

Grading Multilingual Learners How Might We Resolve the Dilemma? Make Sure Multilingual Learners Are Represented in Grading Practices! 164

Grading Multilingual Learners in Times of Stress and Hardship 164

How Can Teacher Collaboration Improve Grading Practices? 165

How Might We Face the Issue? Evaluate Multilingual Learners and Multilingual Learners With Disabilities in the Context of Their Goals for Learning 167

For Younger Multilingual Learners 167

For Older Multilingual Learners 167

For Teachers and Other Instructional Leaders 167

For School Leaders 168

How Might We Face the Dilemma? Make Sure Grading Practices Are Geared for Multilingual Learners 168

Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders

Resource 6.1 For Multilingual Learners: A Rating Scale for Evaluating Assessment Tasks and Tests 169

Resource 6.2 For Teachers and Other School Leaders: Analyzing Grading Practices and Policies of Multilingual Learners in Multiple Languages 170

Resource 6.3 For Teachers and Multilingual Learners: Think-Aloud Questions for Building Metacognitive Awareness 171

Resource 6.4 For Multilingual Learners: A Self-Evaluation Tool 172

Resource 6.5 For Multilingual Learners: Language, Conceptual, and Social-Emotional Development for a Unit of Learning 173

Chapter 7 Taking Action Based on Assessment Results in Multiple Languages 174

The Dilemma: But assessment for multilingual learners is only in one language; what can we do to know who our students really are and what they can do? 174

What Are the Assets That Multilingual Learners Bring to Classroom Assessment? 177

Teachers Taking Action on Behalf of Their Multilingual Learners (Even If Only Knowledgeable in English) 178

How Might We Strengthen Your Stance for Taking Action Through Assessment as, for, and of Learning? 180

Assessment as Learning 182

Assessment for Learning 182

Assessment of Learning 183

How Might We Take Action Through Reflective Practice? 183

Reflective Practices of Teachers and Multilingual Learners 184

Action Research by Teachers Throughout the Assessment Cycle 185

Questioning by Students in Multiple Languages 187

Becoming Assessment Literate: A Schoolwide Action 188

Strength in Action for Large-Scale Assessment of Learning 188

How Can Stakeholders Take Action Based on Assessment Results? 189

Taking Action: Infusing Multilingualism and Multiculturalism in Curriculum, Instruction, and Classroom Assessment 190

How Might We Face the Issue? Take Action to Make Assessment Equitable for Multilingual Learners! 191

For Younger Multilingual Learners 191

For Older Multilingual Learners 191

For Teachers and Other Instructional Leaders 192

For School Leaders 192

How Might We Resolve the Dilemma? Assess Multilingual Learners in Multiple Languages! 192

Resources for Multilingual earners, Teachers, and Other School Leaders

Resource 7.1 For Teachers and Other Instructional Leaders: Making Assessment Plans for Assessment in Multiple Languages 194

Resource 7.2 For Teachers and Other Instructional Leaders: Assessment as, for, and of Learning in Multiple Languages Throughout the Assessment Cycle 195

Resource 7.3 For Teachers and Other School Leaders: Engaging in Action Research 196

Resource 7.4 For Teachers and Other School Leaders: Taking Action Classroom by Classroom 197

Resource 7.5 For Multilingual Learners: What Students Can Do: Taking Action Based on Classroom Assessment Results 198

Resource 7.6 For Teachers and Other School Leaders: Taking Action on Behalf of Multilingual Learners 199

Resource 7.7 For Teachers and Other School Leaders: Taking Action Based on Assessment Results 200

Glossary 203

References 209

Index 221

Editorial Reviews

"When I first started working with complete beginners for the first time, I taught in English, interacted in English, assessed in English, and provided feedback in English. No wonder my students struggled so much in my class. I wish I had this guide to help me rethink how I assess language learners who are literate in their home language. Margo has been leading our field for decades now, and with this work she continues to help us shift our thinking about how we assess with an asset-based approach. Like her extensive body of work, this book adds the equity piece when assessing language learners. "

Tan Huynh

"Colleague Margo Gottlieb shows us what can be done when we truly challenge our monolingual biases in favor of creating schools where the multilingual identities of our richly diverse student and family communities are truly honored and valued. She adeptly moves us away from measuring students’ successes and failures based on their performance on high stakes tests to assessing the uniqueness of their strengths and capacities as they engage in classroom-based projects, performances, and products. Whether we teach in-person, remotely or both, this timely book should be the go-to source of responsive assessment practices for a multilingual world. "

Debbie Zacarian

"There are strong cultural, academic, and linguistic arguments for a pluralistic approach to working with bi/multilingual learners. While such an approach has been conceptualized by many for curriculum and pedagogy, the domain of assessment has proven to be more difficult. In this book, Margo Gottlieb addresses this gap in the field from a theoretical and practical perspective. She challenges all educators, including those who consider themselves monolingual or may speak languages other than those of their students, to approach assessment through a multilingual lens. The book uncovers common myths about multilingual assessment and provides practical strategies for educators to ensure fair and valid assessments for multilingual learners. A great resource for teachers and teacher educators. "

Ester de Jong

"At its core, Classroom Assessment in Multiple Languages: Engaging Educators, English Learners, and Other Multilingual Learners puts forth a vision of assessment for multilingual learners that is collaborative, inclusive, and most importantly equitable. Dr. Gottlieb not only presents a comprehensive guide to align assessment, curriculum and instruction but her vision of this process honors the voices, as well as the linguistic and cultural assets that students bring to learning. The ESPEJO Curriculum Model, with its ‘mirrored’ cultural and linguistic curricular components, is a powerful example of this inclusive and respectful approach that creates a fully reflective portrait of the 'student as curriculum.' "

John F. Hilliard

"At long last, a book on K-12 assessment that takes an honest and comprehensive look at how the assessment needs of multilingual learners differ from those of monolingual learners. Gottlieb, building on a lifetime of wisdom regarding assessment for language learners, provides insightful, practical, and accessible advice for teachers and school leaders. She shares an abundance of tools and resources for putting responsibility for learning and reflection into the hands of teachers and school leaders and, most importantly, into the hands of the multilingual students themselves. This is no ordinary book of K-12 assessment practices; Gottlieb’s book exudes affirmation, respect, and value for our multilingual learners. This is social justice in practice."

Lisa Tabaku

"Margo Gottlieb’s Assessing Learning in Multiple Languages is a relevant and responsive book that challenges the monolingual bias of assessment in the United States. Full of scenarios and dispelling of myths, Gottlieb provides both theoretical underpinnings and practical strategies for multilingual assessment, which allows educators to be agents of assessment change in their own contexts. The book’s focus on social justice and equity for multilingual learners comes at a time when bilingual programs are growing in the United States, while there is a similar growing need for assets-based multilingual assessments that honor what students do know and are able to do in their mother tongues. "

Ivannia Soto

"This book is a powerful and very needed resource in today’s multilingual learning spaces. Gottlieb demonstrates the importance of maintaining an asset-based lens while empowering educators to continue to fight for equity. This resource is unlike other professional books about assessment as it offers multidimensionality as we've never seen it- by leveraging our student's linguistic assets and using assessment for, of, and as learning. This book features deeply reflective questions to help you as an educator, as well as instructional teams and administrative leadership, to grow and develop culturally and linguistically responsive and asset-based pedagogy. This is a must-read for today’s empowered educator and change agent! "

Carly Spina