Which factor should be avoided when performing assessments for diverse students?

Language bias in test design should be avoided when performing assessments for diverse students because it can lead to unfair disadvantages for students who may not be proficient in the language in which the assessment is administered. When assessments contain language that is culturally specific or complex, it can bias the results, reflecting the students' language skills more than their actual knowledge or abilities.

Equitable assessment practices require that tests are designed in a way that considers the diverse linguistic backgrounds of students. This includes using clear and accessible language, avoiding idiomatic expressions that may not be understood universally, and ensuring that assessments accurately measure what they intend to assess rather than the students' familiarity with a particular language style. By preventing language bias, educators can obtain a clearer picture of a student's true capabilities, promoting fairness and accuracy in evaluation.

On the other hand, utilizing a variety of assessment tools, involving family members in the assessment process, and emphasizing cultural context are all positive practices that can enhance the assessment experience for diverse students. These approaches help to cater to different learning styles, incorporate the support of family, and acknowledge the students' cultural backgrounds, leading to a more holistic understanding of their abilities and needs.