1. IN Assessment for learning teachers, together with students, become change agents as…
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2. Qualities of Assessment for
Learning for Educators of Multilingual Learners
1. Integration of content and language targets for units of learning
For example, ‘multilingual learners will analyze and chart their language use in at home, in their neighborhood, and at school; they will then report their findings in an autobiography to be shared among classmates’. MG
Designing language targets and objectives
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3. 2. Provision of timely, concrete, actionable feedback
(e.g., ‘Perrito, you need to avoid making accidents in the house. Next time make sure to use the dog run before coming inside.’)
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4. Where we are going…. Our future
acceptance of assessment as learning as the norm
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5. 2-08-19 IABE Conference margogottlieb@gmail.com

6. Assessment as Learning
Assessment of Learning
AssA
Assessment for Learning
Assessment as Learning
…. Gottlieb, 2016
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7. Think about it….
How can assessment support a broader definition of student success for our multilingual learners? How can assessment practices empower multilingual learners to own and advance their learning?
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8. What can we do to build on students’ assets during assessment to
embrace and nurture students’ multilingual identities
encourage multilingual
learners’ use of their full linguistic repertoire and…..
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9. emPower our multilingual learners as Assessment leaders?
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10. In assessment As learning, Multilingual learners are always up front and center!
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11. In the future, more engaging, student-led activities will reflect
assessment as learning.
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12. Choose a photo. Discuss how it exemplifies assessment as learning with a shoulder partner.B A C D
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13. In the future, students will have more input in decision-making as they:
Interact with their classmates to reach consensus
Engage in self- and peer-assessment
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14. The ability to self-assess is a powerful engine for learning.
…Frey, Hattie, & Fisher, 2018
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15. Student choice and voice in decision-making
In the future, we will embrace more Qualities of assessment as learning
Student choice and voice in decision-making
Active student engagement and interaction with others (in their preferred language)
Students internally motivated and vested in learning
Earl, 2013; Gottlieb, 2016
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16. In the future, more students will engage in Self-assessment
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17. In the future, multilingual learners will have more opportunities to build agency, SELF-REGULATION, and independent thinking.
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18. In the future, we will witness more assessment as learning where multilingual learners:
Choose/ craft the projects they wish to pursue and how they plan to document their learning (through multimodalities)
Collaborate and discuss with peers to reach consensus (in one or more of shared languages)
Contribute to their learning log throughout a unit of learning (in their preferred language)
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19. We will Share dimensions of assessment and learning
Supporting multilingual learners’ self-efficacy
Promoting multilingual learners’ self-regulation
Building metacogntion, and for multilingual learners, metalinguistic and metacultural awareness
…Dann, 2014
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20. for MULTILINGUAL LEARNERS, metacognition occurs in multiple languages!
Metacognition- students’ awareness of their own thinking and analysis of their thinking that leads to decision-making
for MULTILINGUAL LEARNERS, metacognition occurs in multiple languages!
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21. Metalinguistic awareness- students’ understanding and manipulation of language for particular purposes
for MULTILINGUAL LEARNERS, metalinguistic awareness occurs within and across languages.
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22. Translanguaging- The natural interaction between two (or more) languages in which multilingual learners communicate ideas, information and concepts orally or in text
Translanguaging implies that languages are of equal status and contribute to maximize meaning making
……HORNBERGER & LINK, 2012
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23. INCREASING ASSESSMENT AS LEARNING FOR MULTILINGUAL LEARNERS
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24. For more information on assessment…..
2016
2017
2017

25. What is ONE thing that YOU MIGHT DO TO CHANGE YOUR
Let’s set the stage for our time capsule.
PRACTICES?
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26. 1. ASSESS THE WHOLE STUDENT - FOR MULTILINGUAL LEARNERS THAT IS INCLUSIVE OF THEIR SOCIAL/ EMOTIONAL, LANGUAGE AND ACADEMIC DEVELOPMENT.
Positive relationships, including a trusting relationship with a teacher, and positive emotions, including interest and excitement, open up the mind to learning.
Negative emotions- fear of failure, anxiety, and self-doubt With the whole child in mind.
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27. 2. Assess learning through language that is integrated with content and consider multilingual learners’ language choices in the process.
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28. 3. Make assessment linguisticALLY and culturalLY sustainable
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29. NOT ONLY IN THE FUTURE BUT STARTING NOW!
LET’S MAKE A PACT TO Empower OUR MULTILINGUAL LEARNERS Through equitable Assessment Practices
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30. As Multilingual Learners shape our future and that of our nation!