It is assumed that if instruction is provided in a primary language other than English, assessment in said primary language should be designed according to the same standards and principles affirmed in this framework for both English Learners and Native English proficient students participating in bilingual or dual language programs.
Accordingly, when language arts instruction and assessment is provided in the primary/target language(s) other than English, development requires a positive schema around how the two languages interact. Assessment in the context of biliteracy includes the correlation and analysis of assessment results for concepts known in the first language and concepts being learned in the second language. (Grosjean 1989; Escamilla 1998)
Assessment in the context of biliteracy:
- Supports the accountability process by consistently conducting equitable assessments in the two languages of the program;
- Consider the simultaneous or sequential acquisition of biliteracy of the student;
- Purposefully collects and analyzes data to monitor and ensure student progress in dual language development.
Additionally, teachers in biliteracy contexts should consider the influences and interactions of both languages in the oral language and writing of their students, as both for ELs and target language learners, these cross-language resources can enhance or hinder language production skills and abilities. (Hernandez, A. & Lavadenz, 2012)