Date Approved

12-9-2025

Graduate Degree Type

Project

Degree Name

Education-Literacy Studies: TESOL (M.Ed.)

Degree Program

Teacher Education

First Advisor

Rui Niu-Cooper

Academic Year

2025/2026

Abstract

English Learners (ELs) are often assessed using tools that fail to account for their linguistic and cultural backgrounds, leading to inaccurate conclusions about their academic abilities. This project addresses the problem of non–culturally responsive assessment by developing a framework and resources to help teachers design and implement assessments that more accurately reflect what multilingual learners know and can do. Rooted in the principles of Culturally Responsive Assessment (CRA) and aligned with the WIDA English Language Development Standards, this project supports educators in integrating language development with equitable instructional practices.

The project includes creating teacher-friendly tools, such as culturally responsive assessment checklists, progress-monitoring templates, and tiered support guides aligned with MTSS. These tools provide educators with practical ways to collect meaningful assessment data, interpret results through a culturally informed lens, and identify targeted supports that reflect each learner’s strengths and needs. The ultimate goal of this project is to promote more equitable assessment practices that value students’ cultural and linguistic assets, ensuring that instructional decisions are based on an accurate understanding of their knowledge, abilities, and potential. By aligning culturally responsive assessment practices with an MTSS framework, this project provides teachers with a pathway to make more informed, equitable instructional decisions. Ultimately, the work aims to ensure that multilingual learners are recognized for their full linguistic and cultural strengths and are supported in ways that promote meaningful academic and language growth.

Download

Share

COinS