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Linguistically Fair Assessment of Mu...

Siebert, Julian Maximilian,

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Linguistically Fair Assessment of Multilingual Individuals: Consequent Consideration Throughout the Assessment Process /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Linguistically Fair Assessment of Multilingual Individuals: Consequent Consideration Throughout the Assessment Process // Julian Maximilian Siebert.
Author:	Siebert, Julian Maximilian,
Description:	1 electronic resource (108 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-08, Section: B.
Contained By:	Dissertations Abstracts International86-08B.
Subject:	Universal design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31901320
ISBN:	9798311947367

Linguistically Fair Assessment of Multilingual Individuals: Consequent Consideration Throughout the Assessment Process /
Siebert, Julian Maximilian,

Linguistically Fair Assessment of Multilingual Individuals: Consequent Consideration Throughout the Assessment Process /Julian Maximilian Siebert. - 1 electronic resource (108 pages)

Source: Dissertations Abstracts International, Volume: 86-08, Section: B.

This dissertation addresses linguistic fairness in the assessment of multilingual individuals. Drawing on the holistic view of multilingualism and the notion of fairness in testing, I develop a conceptual framework for linguistically fair assessment (Chapter 1). I illustrate the limitations of the monolingual (English) paradigm for assessment development and provide an alternative framework for the consideration of multilingualism and the multilingual experience at every step of the assessment development process-from measure conception and design to fair use and interpretation of scores. Chapter 2reports on the development of an English universal reading screening instrument for the multilingual population of Californian public school students, paying particular attention to subgroup analyses, and thereby explores the limits of the monolingual paradigm in assessment. Chapter 3describes the development and validation process of ROAR-Palabra, a Spanish lexical decision task for use with both mono- and multilingual Spanish-speakers, thereby providing an example of a linguistically fair task development process. Chapter 4shares lessons learned from the development of a narrative visualisation intended to enable and facilitate communication, engagement, and knowledge exchange between in a research-practice partnership tackling the complex challenge of achieving equitable outcomes for multilingual students, including the pitfalls of using test scores to determine academic content access. Altogether, I seek to highlight the need for a multilingual perspective at all stages of the assessment development process and provide guiding examples of how this can be achieved.

English

ISBN: 9798311947367Subjects--Topical Terms:

1535191
Universal design.

Linguistically Fair Assessment of Multilingual Individuals: Consequent Consideration Throughout the Assessment Process /
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520 $a This dissertation addresses linguistic fairness in the assessment of multilingual individuals. Drawing on the holistic view of multilingualism and the notion of fairness in testing, I develop a conceptual framework for linguistically fair assessment (Chapter 1). I illustrate the limitations of the monolingual (English) paradigm for assessment development and provide an alternative framework for the consideration of multilingualism and the multilingual experience at every step of the assessment development process-from measure conception and design to fair use and interpretation of scores. Chapter 2reports on the development of an English universal reading screening instrument for the multilingual population of Californian public school students, paying particular attention to subgroup analyses, and thereby explores the limits of the monolingual paradigm in assessment. Chapter 3describes the development and validation process of ROAR-Palabra, a Spanish lexical decision task for use with both mono- and multilingual Spanish-speakers, thereby providing an example of a linguistically fair task development process. Chapter 4shares lessons learned from the development of a narrative visualisation intended to enable and facilitate communication, engagement, and knowledge exchange between in a research-practice partnership tackling the complex challenge of achieving equitable outcomes for multilingual students, including the pitfalls of using test scores to determine academic content access. Altogether, I seek to highlight the need for a multilingual perspective at all stages of the assessment development process and provide guiding examples of how this can be achieved.
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