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(Early 1900s) Lewis M. Terman Intelligence Testing

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(Early 1900s) Lewis M. Terman Intelligence Testing

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Summary: Psychologist Lewis Terman's 1916 publication, "The Measurement of Intelligence," introduced intelligence testing in the U.S., promoting the idea that intelligence is an innate, measurable trait. These tests were influenced by eugenicist beliefs, leading to the classification of certain populations, including immigrants and non-native English speakers, as intellectually inferior.

Why is this important?: This event is crucial for understanding current biases in assessment tools and the long-standing impact of eugenicist ideologies on educational practices concerning MLs.

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(Mid-Late 1900s) The Rise of Standardized Testing in Education

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(Mid-Late 1900s) The Rise of Standardized Testing in Education

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Summary: The U.S. education system's increasing reliance on standardized tests aimed to objectively measure student achievement. However, these tests often failed to account for linguistic and cultural differences, disadvantaging MLs.

Why is this important?: Understanding this shift highlights the necessity for assessments that accommodate linguistic diversity and the unique needs of MLs.

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(2001) Implementation of the No Child Left Behind Act (NCLB)

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(2001) Implementation of the No Child Left Behind Act (NCLB)

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Summary: NCLB mandated annual testing to ensure all students met academic standards. While aiming for educational equity, its one-size-fits-all approach often overlooked the challenges faced by MLs, leading to punitive measures against schools with high populations of ML students.

Why is this important?: This act emphasizes the importance of developing assessment policies that consider the diverse backgrounds of all students, especially MLs.

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(2015) Enactment of the Every Student Succeeds Act (ESSA)

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(2015) Enactment of the Every Student Succeeds Act (ESSA)

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Summary: ESSA replaced NCLB, granting states more flexibility in designing educational assessments and accountability systems. It emphasized the need for assessments that are fair and inclusive, acknowledging the unique challenges faced by MLs.

Why is this important?: ESSA represents a shift toward more equitable assessment practices, encouraging the development of tools that accurately reflect the abilities of MLs.​

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(2020) Growing Recognition of Translanguaging in Assessments

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(2020) Growing Recognition of Translanguaging in Assessments

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Summary: Educational research and practice began to recognize and incorporate translanguaging—the fluid use of multiple languages within learning contexts—as a legitimate and beneficial practice. This approach challenges traditional monolingual assessment models, advocating for evaluations that embrace linguistic diversity.

Why is this important?: Integrating translanguaging into assessments promotes a more accurate and respectful understanding of MLs' linguistic competencies, aligning evaluations with their everyday language use.