Towards fair and accessible classroom-based language assessment for neurodiverse language learners
The number of neurodiverse students in language classrooms is increasing, yet traditional assessment practices may create unfair barriers through test design and implementation. This presentation explores how classroom-based assessment can be made more equitable by addressing the needs of neurodiverse language learners such as those with dyslexia and/or ADHD. In this talk I will focus on three interrelated themes: test fairness, universal design, and the use of special arrangements. Drawing on empirical research, I will also offer practical strategies for developing fairer, more accessible, and inclusive assessments for neurodiverse language learners.