It seeks to open up the assessment procedure to a much broader notion of culture and diversity and to go beyond the current medical and psychometric models, which assume that disabilities are an objective, knowable reality, and that society is basically homogeneous. This article suggests that bilingualism is like random chaos and is extremely difficult for conventional measurement to account for. As a result there are needless levels of error and misdiagnosis in the academic test scores of bilingual students. The lack of adequate regulations regarding the testing of bilingual pupils significantly adds to the already difficult problems facing school psychologists and the language-minority students they attempt to serve. Assessment and diversity.
Several factors account for today s spotlight on assessment.
They are replacing the concept of education as transmission of knowledge with the theory of learning as the result of the process that occurs when learners construct meaningful interpretations of the data that they encounter in their transactions with the world and with other learners. This study examines the past, present, and future of assessment from a multicultural perspective. When behavior differences are not disorders. The Council for Exceptional Children. This ethnographic study examines three typical bilingual classrooms.