Which option is NOT recommended when selecting assessment instruments for CLD students?

• A. Rely solely on translations of tests without cultural adaptation
• B. Use interpreters when needed
• C. Instruments with valid norms for language/cultural background
• D. Triangulate data from multiple sources

Answer: (A)

Choosing assessment instruments for CLD students means using measures that are culturally and linguistically appropriate, not simply translated. Relying only on translations without cultural adaptation can misrepresent what a test is measuring because language differences and cultural context shape how items are understood and how construct knowledge is demonstrated. Without proper adaptation and appropriate norms for the student’s language and cultural background, scores may be biased or invalid, leading to incorrect conclusions about abilities or needs.

Working with interpreters when needed helps ensure accurate communication during the assessment process and in gathering relevant background information. Opting for instruments that have valid norms for the student’s language and cultural background supports fair interpretation and meaningful comparisons. Finally, triangulating data from multiple sources—such as observations, teacher and family input, and data from more than one type of assessment—provides a more reliable, comprehensive view of the student.

So, the not-recommended approach is to rely solely on translations without cultural adaptation; the other practices are the best way to ensure valid, fair assessment for CLD students.