Assessment Techniques in Multilingual Classrooms: Problems and Solutions

DOI: https://doi.org/10.63345/ijrhs.net.v13.i5.2

Kunal Bhagat

Independent Researcher

Punjab, India

Abstract

Assessment techniques in multilingual classrooms present unique challenges and opportunities for educators striving to measure student learning accurately and equitably. Traditional assessment methods often assume monolingual proficiency and may fail to capture the diverse linguistic repertoires of multilingual learners. This manuscript examines the problems associated with conventional assessment practices in multilingual settings and proposes a range of solutions informed by recent research and classroom-based innovations. Drawing on a mixed-methods study conducted across three urban secondary schools, this paper analyzes quantitative performance data alongside qualitative teacher and student interviews. Key findings reveal that standard assessments disproportionately disadvantage students with emerging proficiency in the language of instruction, while alternative assessments—such as portfolio-based evaluation, performance tasks, and self-assessment—offer more valid and reliable measures of learner growth. The study also highlights the importance of culturally responsive assessment design, targeted teacher professional development, and institutional support structures. Recommendations include integrating translanguaging strategies into assessment materials, employing rubrics that account for multilingual competencies, and fostering collaborative assessment planning among language and content teachers. By addressing both systemic and classroom-level factors, the proposed solutions aim to foster fairer, more inclusive assessment environments that recognize and build upon students’ full linguistic resources.

Keywords

multilingual assessment, translanguaging, inclusive evaluation, alternative assessment, culturally responsive pedagogy

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