Perceptions and Bias in Assessment Practices: Voices of Bilingual Educational Diagnosticians
DOI:
https://doi.org/10.59719/txep.v10i1.91Abstract
This article examines how bilingual educational diagnosticians perceive and navigate linguistic and cultural bias in standardized assessment practices. Using qualitative interview data from two bilingual diagnosticians, the study highlights how lived bilingual experiences shape assessment decisions, interpretation of results, and advocacy for emergent bilingual students. Findings suggest that educational diagnostician preparation programs must strengthen and expand their focus on emergent bilingual assessment by intentionally integrating bilingual assessment training, culturally responsive evaluation frameworks, and supervised field experiences that emphasize equitable decision-making. The article also explores persistent sources of bias and challenges within current assessment practices and concludes with potential solutions to support more accurate, fair, and culturally responsive evaluation of emergent bilingual learners.
Keywords: Emergent Bilingual, second language acquisition, assessments, linguistic, collaboration, consultation.
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