Which practice 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)

When assessing CLD students, it’s essential that the measures used are fair across language and culture and actually measure the intended constructs. Relying solely on translations without cultural adaptation falls short because translation alone doesn’t guarantee that the test content, format, or constructs are equivalent in the student’s cultural and linguistic context. Items may lose nuance, cultural relevance, or resemble experiences that the student has not had, which can distort what the test scores reflect and undermine validity and fairness. In contrast, using interpreters when needed can help access the student’s knowledge, provided they are skilled and the testing conditions account for potential biases. Selecting instruments that have valid norms for the student’s language and cultural background ensures the results are interpreted against an appropriate reference group. Triangulating data from multiple sources—tests, observations, records, and stakeholder input—gives a fuller, more accurate view of abilities and needs. So the practice that isn’t recommended is relying solely on translations of tests without any cultural adaptation.