A Case for Multidimensional Bilingual Assessment

Abstract

Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise associated with measuring bilingual students in only one of their two languages has been found to produce a distorted picture, one that has contributed to the overrepresentation of bilingual students in special education programs. This study presents case data using a multidimensional bilingual assessment approach that provides evidence against a single language assessment approach. The results reveal the complexity associated with measuring bilingual students' skills as well as the quandary that is introduced. The case data demonstrate the importance of a multidimensional bilingual assessment that begins with determining a student's cognitive and academic language proficiency. The case data also demonstrate how the reliability and validity of other assessments may be impacted by the unique language development trajectories exhibited by bilingual learners. The study concludes with the recommendation to provide a multidimensional bilingual assessment, which will maximize the reliability and validity of results and provide teachers with the benefit of information in both languages that can then be used to facilitate instructional supports as well as link to meaningful instruction and interventions.

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