Effective Writing About Multicultural Individuals: False Caution vs. True Discretion

Reports on evaluation of multicultural individuals are complex. Current legislation governing such evaluations does not specify how and to what extent the varied and indelible impact of cultural and linguistic differences between multilingual/multicultural individuals and monolingual, native English speakers affect school-based learning before, during, and after English language proficiency and sufficient acculturative knowledge are achieved, let alone how this must be considered and reported. Multicultural assessment requires explicit attention to the tools, methods, and procedures used for the purpose of evaluation and must examine cultural and linguistic factors relevant to the individual’s developmental experiences and how it differs from expected standards and norms. Documenting adherence to principles of fairness and nondiscriminatory assessment is key rather than simply listing tests/procedures and reporting scores. Moreover, a clear rationale must be provided for any modifications/alterations to the administration or scoring of standardized instruments as well as their potential impact on test score validity. This chapter provides guidance for practitioners in drafting reports that reflect deliberate assessment planning, examination of data validity, and suggestions for documenting the evaluation process that fully supports conclusions and leads to appropriate recommendations regarding educational needs and potential disability.