Cultural and Linguistic Factors in Standardized Assessment

Abstract

This capstone project aims to explore how assessment can be inequitable for English Language Learners (ELLs) across schools in the United States, including Long Beach High School. Research has provided examples of bias that exists within assessment that limits ELLs from demonstrating their understanding of content. Examples of bias include linguistic barriers, references to the dominant culture, differences in testing conditions, and mainstream test-makers. The literature review further provides suggestions to be taken to eliminate such bias, involving using knowledge of ELLs to modify test items to be appropriate for them. This project culminates in the description of a professional development session at Long Beach High School that will raise awareness of these biases for teachers who may not have an understanding, followed by strategies that teachers can use for assessing their ELLs. To further improve this issue, it is recommended that additional professional development sessions occur throughout the school year to check in with teachers and provide support.