In 2019, the Network on Education Quality Monitoring in the Asia-Pacific (NEQMAP) conducted thematic reviews to promote inclusion and equity through quality learning assessments. In part, to reinforce the notion that education contributes to building more inclusiveness and equity in society, and also to ensure that learning assessments are inclusive, and truly measure learning outcomes of all.
This thematic review is framed within UNESCO’s commitment to quality education for all, and aims at addressing the following questions: 1) how to ensure educational assessment is equitable and fair for linguistically diverse students and 2) how learning assessments can be used as a tool to promote educational practices that directly address the need of linguistically diverse students.
The findings indicate that embracing linguistically diverse students’ mother tongue in the learning assessment process is critical. This includes assessing students’ mother tongue language skills and proficiency, and considering students’ mother tongue language background when assessing skills in the dominant language. In addition, linguistically diverse students’ needs should also be considered in the instruction and assessment of academic subjects other than language and literacy.
Author(s): Maggie Yue Zhao and Shuting Huo, The University of Hong Kong
Year Published: 2019
Language: English
Country: Asia-Pacific Region
Download: https://neqmap.bangkok.unesco.org/wp-content/uploads/2020/04/Thematic-review-language-barriers.pdf
