Should students from non-English speaking backgrounds always be assessed in English?

Assessing students from non-English speaking backgrounds in their primary language is essential for accurately measuring their knowledge and skills. When assessments are conducted in a language with which students are most familiar, it eliminates language barriers that could skew the results. This approach ensures that the assessment reflects their true understanding of the subject matter rather than their proficiency in English.

Assessing in the student's native language allows educators to gain a clearer understanding of the student's capabilities, promotes fairness in educational evaluations, and supports the goal of accurately diagnosing learning needs. This consideration also aligns with the principle that assessments should be equitable and accessible for all students, regardless of their linguistic background.

While uniformity and standardization are important in assessments, they should not compromise the validity of the test results. Testing in English could disadvantage non-English speakers by hindering their ability to effectively demonstrate their knowledge and skills. Therefore, offering assessments in the primary language of the student upholds the integrity of the evaluative process.