Expansive assessment seeks to reimagine assessment in content and language integrated learning (CLIL) through the lens of expansive theories of communication (e.g., multimodality, translanguaging). However, for expansive assessment to be consequential for students in CLIL classrooms, teachers must be open to recognizing student learning expressed in ways that go beyond what has been traditionally privileged (e.g., written English). This article reports on two complementary studies of U.S. teachers’ perspectives and practices related to expansive assessment. Study 1 addressed multimodal assessment with pre-service teachers (PSTs) in science. Study 2 addressed translanguaged assessment with in-service teachers (ISTs) in language arts. Participants in Study 1 were 10 PSTs. Participants in Study 2 were two ISTs from different elementary schools with different instructional arrangements. Interviews and observations were used to elicit teachers' perspectives on expansive assessment and their practices interpreting students’ performances. In both studies, teachers' perspectives closely reflected their practices. For example, PSTs whose perspectives eschewed logocentrism tended to recognize evidence of science learning in students' visual responses. However, there were also findings unique to each study. For example, ISTs’ perspectives and practices related to translanguaged assessment were mediated by the language policies at their schools. The two studies, which examined different teacher populations, assessment approaches, and content areas, converge in highlighting three overarching themes to guide future research: (a) the importance of clarity regarding constructs assessed, (b) the contextual mediation of teachers’ perspectives and practices, and (c) the need for teacher learning across their careers.

中文翻译：

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对扩展能力的扩展评估：教师对多模式和跨语言内容评估的观点和实践

扩展性评估旨在通过扩展性交流理论（例如多模态、跨语言）的视角重新构想内容和语言整合学习（CLIL）中的评估。然而，为了对 CLIL 课堂上的学生进行广泛的评估，教师必须开放地承认学生以超越传统特权（例如书面英语）的方式表达的学习。本文报告了两项关于美国教师与扩展性评估相关的观点和实践的补充研究。研究 1 讨论了科学职前教师 (PST) 的多模式评估。研究 2 涉及语言艺术领域在职教师 (IST) 的跨语言评估。研究 1 的参与者为 10 名 PST。研究 2 的参与者是来自不同小学、教学安排不同的两名 IST。通过访谈和观察来了解教师对扩展评估的看法以及他们解释学生表现的做法。在这两项研究中，教师的观点密切反映了他们的实践。例如，观点避开逻各斯中心主义的 PST 倾向于在学生的视觉反应中认识到科学学习的证据。然而，每项研究也有独特的发现。例如，IST 与跨语言评估相关的观点和实践受到其学校语言政策的调节。这两项研究考察了不同的教师群体、评估方法和内容领域，共同强调了指导未来研究的三个总体主题：(a) 评估结构的清晰度的重要性，(b) 教师观点和内容的语境中介。实践，以及 (c) 教师在整个职业生涯中学习的需要。