Date
12-18-2025
Document Type
Thesis
Abstract
Assessing multilingual learners can look different for every student, teacher, and school. Assessing multilingual learners presents challenges because traditional tools often fail to capture students’ true abilities, with scoring inconsistencies, cultural bias, and teacher assumptions further affecting outcomes. Early identification tools, like the frequently used Home Language Survey used by Salerno and Andrei (2024), can misclassify students, impacting placement and support. Research highlights more equitable alternatives, such as formative, classroom-based, and culturally responsive assessments, that better reflect students’ full linguistic abilities and promote fair, accurate evaluation.
Department
Early Childhood Education
Thesis Committee
Dr. Heather Pacheco-Guffrey, Capstone Advisor
Dr. Gia A. Renaud, Committee Member
Dr. Jeanne Carey Ingle, Committee Member
Copyright and Permissions
Original document was submitted as an Honors Program requirement. Copyright is held by the author.
Recommended Citation
Gibson, Victoria. (2025). Assessing Multilingual Learners: Necessary Reforms in Language and Literacy Evaluation. In BSU Honors Program Theses and Projects. Item 715. Available at: https://vc.bridgew.edu/honors_proj/715
Copyright © 2025 Victoria Gibson