An Approach for Personalizing Accommodations in Digital Content Assessments for Multilingual Learners

In this research memorandum, we propose a practical approach for personalizing accommodations for multilingual learners in digital content assessments (e.g., mathematics, science). We begin by providing background information about multilingual learners in U.S. public schools and the accommodations commonly used in content assessments. Next, we describe our personalized approach to assigning accommodations to multilingual learners, which we believe is not only effective but also feasible to implement. This approach includes specific actions before, during, and after the assessment. We then provide a sample use case to illustrate how this approach works in practice. Finally, we outline the empirical evidence needed to validate this approach, further supporting its effectiveness.Suggested citation: López, A. A., Gu, L., & Zapata-Rivera, D. (2026). An approach for personalizing accommodations in digital content assessments for multilingual learners (Research Memorandum No. RM–26-05). ETS. https://doi.org/10.64634/and9sy26

Digital content · Empirical research · Language proficiency · Memorandum · Multilingualism · Multilingual Education and Policy · Psychometric Methodologies and Testing · Student Assessment and Feedback