title: Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices.
abstract: The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general considerations for the overarching assessment process, (b) specific assessment approaches used to assess DMLs, and (c) assessment of language proficiency for diverse language learners. In addition, basic recommendations for the assessment of DMLs are made, including increased availability of assessments in various languages, use of multiple sources of individual and family data, assessment of all languages, and incorporation of a strong assessment component (that includes nondiscrimination practices) into teacher preparation programs.
authors.forename: Lianna
authors.initials: L
authors.lastname: Pizzo
authors.forename: Amanda
authors.initials: A
authors.lastname: Chilvers
mesh_terms: D000293:Adolescent; D041923:Adolescent Development; D002648:Child; D002657:Child Development; D018864:Cultural Diversity; D003479:Curriculum; D003638:Deafness / Q000175:diagnosis / Q000208:ethnology / Q000523:psychology*; D060345:Education of Persons with Hearing Disabilities; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D004522:Educational Status; D006801:Humans; D007858:Learning; D019303:Multilingualism; D019986:Persons with Hearing Disabilities / Q000523:psychology*; D012813:Sign Language; D013663:Teaching / Q000379:methods; D009626:Terminology as Topic