ABSTRACT
In this chapter we address diversity and literacy assessment. We conceptualize diversity broadly, seeking to illustrate the complexities that are involved in conducting and using assessment in support of all students. It is critical to acknowledge the situated nature of literacy assessment, and the diversity of factors that infl uence the ways and means of assessment. To this end, we consider diversity in the purposes and audiences of assessment, and in the contexts of assessment. We examine the diverse manner in which the English language arts are defi ned and how related curriculum is conceptualized. We conclude with consideration of the diverse students and teachers whose lives are infl uenced by assessment, and the diverse array of assessments that contribute to effective teaching and student learning.
