Department of Teaching, Learning and Teacher Education
Date of this Version
10-2020
Document Type
Article
Citation
The Nebraska Educator, Volume 5 (2020), pp. 121-147.
ISSN 2375-6853
doi: 10.32873/unl.dc.ne007
Abstract
Assessments are often used for decision-making in education, mental health practices, and industry. Consequently, decisions based on these assessments affect multiple aspects of a person’s life. Given the increase of ethnic minorities in the U.S., factors concerning the appropriateness and interpretation of tests based on norms must be reconsidered. The multifaceted effects of culture are just one factor to consider so as to not overlook important cultural components that may negatively impact the decision-making process. Additionally, language, with close ties to culture, must also be considered. Thus, the complexity of culture and language in tandem to assessment-based decision-making necessitates fundamental understanding of the effects of bilingual acculturation assessment development. A brief history of bilingual acculturation is considered. Careful consideration is given to bilingual acculturation assessment within the context of measurement development, empirical application, and validity issues. Implications and limitations of the current studies are discussed.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons
Comments
© 2020 University of Nebraska