Linguistically responsive assessment for learning in primary education: a scoping review

Linguistically responsive assessment practices, such as simplifying the language of a test, can contribute to reducing educational inequity. Most research, however, has focused on Assessment <i>of </i>Learning (summative assessment), particularly in secondary education upwards, giving less attention to Assessment <i>for </i>Learning (formative assessment) and primary education. Consequently, there is limited understanding of how to design linguistically responsive Assessment <i>for </i>Learning, for which teachers often report having limited time and expertise. To address this gap and inform the development of assessment approaches that better meet linguistically diverse learners’ needs, this scoping review examines 14 peer-reviewed studies to identify what is known about linguistically responsive Assessment for Learning in primary education, focusing on study aims, contexts, methods, and outcomes. Findings highlight that pedagogical translanguaging strategies (1) create spaces that meaningfully welcome and integrate learners’ home languages into assessment, (2) support an asset-based lens, and (3) should be developed through teacher-researcher collaboration to sustain innovative practices. Learners generally view such practices positively, although concerns about fairness are also raised. Despite the limited number of studies and their almost exclusive use of qualitative methods, which may restrict generalisability, the findings offer valuable insights for stakeholders interested in advancing linguistically responsive assessment in primary education.