CABE 2019

The learning challenges confronting middle and high school culturally linguistically diverse exceptional students (CLDES) is cognitively demanding, in content and language complexity. As practitioners develop academic language with exceptional students, the understanding that one version of any assessment strategy will not accurately reflect individual students’ learning, implies a special attention needed as we design formative assessments. Text complexity, ineffective scaffolding and assessments with limited scope present huge consequences for students developing bilingual competence and negotiating cognitively demanding content.