Last month we published The Assessment of Emergent Bilinguals by Kate Mahoney. In this post, Kate explains how she came to dedicate her research to this topic and introduces us to her decision-making framework, PUMI (Purpose, Use, Method, Instrument), that can be used to better inform assessment decisions for bilingual children.
Since my first days as a teacher, I wanted to answer questions about how language and culture impact learning and schooling. I found myself teaching in Puerto Rican communities in New York, Navajo communities in New Mexico, Mexican communities in the Southwest, and in bilingual communities in Belize. Each experience drove an awakening clarity: assessment was an incredibly powerful influence on schooling and success, and language and culture strongly influenced assessment. In 1999, my then-advisor Dr. Jeff MacSwan at Arizona State University (ASU) suggested I adopt the study of tests and the testing process – within the context of bilingual learners – as a research topic. Admittedly, I was reluctant to begin a formal study involving psychometrics, language assessment and related methodologies, but I needed a multidisciplinary approach to answer questions. I was reluctant because the topic of testing seemed so frustrating and unfair, and seemed to privilege some students over others, based primarily on the relationship between culture and language. It was this reluctance that led me to begin my study of assessment, and from multiple disciplines. At the same time, I began teaching graduate courses in assessment for the multilingual programs at ASU. I’ve continued to teach this course throughout my career and today teach and conduct research at the State University of New York at Fredonia.
As I think back over the past 15-plus years of researching this topic, I’m continually struck by its complexity, and how difficult it can be for classroom teachers to learn about and stay abreast of the evolving methodologies. There is so much more to assessment than simply establishing a rubric and giving the test. Because of the complexity and multidisciplinary nature of assessment, it was difficult to deliver a course on assessment in a connected way to university students. That’s why I developed PUMI (Purpose, Use, Method, Instrument) for my first class on the subject back in 1999. I didn’t call it PUMI back then, but my students and I always discussed assessments within this framework, and it became an important way to make decisions and select appropriate assessments, while also understanding the complexities of emergent-bilingual assessment.
This book about the assessment of emergent bilingual learners is the culmination of teaching a university course for the past 18 years. I use the PUMI framework across the whole book; it’s a decision-making process teachers can use to make better assessment-related decisions. Also included are more in-depth topics in assessment that warrant full attention, such as validity as a theory, the history of the assessment of bilingual children, as well as testing accommodations and accountability topics.
Over the years, many people have approached me to ask about “the best” assessment or test for assessing Spanish or assessing math with emergent bilinguals. The answer is definitely not prepackaged, and not easy for that matter either. To begin to understand the answer to these types of questions, one must ask PUMI questions, and in that order. So, my response to questions about the best assessment is always first, what is the purpose “P” of the assessment and how will you use “U” the results. After considering the purpose and use, then we can begin to consider the best assessment method “M” and instrument “I”. Selecting an appropriate assessment for emergent bilinguals is not an easy task, but PUMI can guide us toward better assessment for this unique group of students.
For more information about this book, please see our website. If you liked this, you might also be interested in Foundations of Bilingual Education and Bilingualism (6th Edition) by Colin Baker and Wayne E. Wright.