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Bridging Assessment and Learning for Multilingual Learners Through Culturally and Linguistically Responsive Design: A Diploma Programme Case Study
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Author(s): Louise Badham (International Baccalaureate, UK), Camelia Constantinescu (International Baccalaureate, The Netherlands), Maria Elena Oliveri (Purdue University, USA)and Mya Poe (Northeastern University, USA)
Copyright: 2026
Pages: 34
Source title:
Language Education and Human Rights in Democratic Educational Settings
Source Author(s)/Editor(s): Thomais Rousoulioti (Aristotle University of Thessaloniki, Greece), Charikleia Pitsou (University of Patras, Greece), Asli Saglam (MEF University, Turkey)and Katy Finch (AQA, UK)
DOI: 10.4018/979-8-3373-2670-2.ch013
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Abstract
In today's globalized societies, educational systems around the world must provide learning and assessment experiences for students with diverse linguistic and cultural repertoires. This impacts all areas of pedagogy and assessment, from curriculum development and teaching in multilingual settings, to designing culturally and linguistically responsive assessments. Whilst these areas are often investigated separately, the alignment of curriculum and assessment design for linguistically and culturally diverse learners is rarely explored. This chapter examines a co-design process in the International Baccalaureate (IB) where curriculum and assessment were developed concurrently, and explores how the approach aligns with principles of culturally and linguistically responsive assessment for learning. An autoethnographic assessment task in the new IB language and culture Diploma Programme (DP) subject exemplifies how linguistically and culturally responsive design has the potential to empower and engage students, whilst valuing their individual identities, and encouraging student agency.
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