Supporting Equitable Assessment for Multilingual Learners of English

Michael T. Maksimchuk is an Assessment Consultant at Kent Intermediate School District, Michigan, USA.Luis Javier Pentón Herrera is a Professor at VIZJA University, Poland.

• 1. Introduction to Assessment for MLEs 2. The E5 Model of Equitable Assessment 3. The Affective Dimension of Equitable Assessment for MLEs 4. Designing Effective Equitable Assessments for MLEs 5. The Road Ahead: Future Directions in Assessment for MLEs 6. Appendices

In this exceptional book, Maksimchuk and Pentón Herrera unapologetically focus on the importance of equitable assessments for multilingual learners of English (MLEs). What makes this book unique is that it develops our assessment literacy while providing us with theoretical understandings, as well as a multidimensional framework that considers the complex interdependent dimensions of multilingual student learning and evaluation. The single focus of the book on equity, equality, justice, equanimity, and empowerment for MLE assessment is then amplified as it generates many different possibilities of assessment design and balanced actions by educators.~ Ofelia GarcíaThe Graduate Center, City University of New YorkThe authors capture what it truly means to understand and provide equitable assessments for multilingual learners of English (MLEs). The solid research base provided, along with the clear explanations, makes this a book that should be required for all assessment courses. Educators interested in learning more about assessment, including the rationale behind assessments, will appreciate the opportunity to not only identify and review appropriate, equitable assessments but also to design equitable assessments tailored for MLEs. This book is a gem!~Gilda Martínez-AlbaTowson UniversityThis book brings a fresh perspective to the assessment of multilingual learners of English in content classrooms, with keen attention to affective, social-moral, and technical dimensions of assessment design. The authors’ philosophy is that assessment practices should be equitable, inclusive, and empowering. As a result, this text guides teachers to frame “assessments as stepping stones rather than obstacles.” By offering choice in assessment formats, creating supportive and respectful classroom environments, and crafting targeted feedback, teachers can maximize students’ abilities, linguistic backgrounds, and cultural knowledge, and enable them to demonstrate their content knowledge and skills more fully.~ Deborah J. ShortAcademic Language Research & Training, LLC