ABSTRACT
This chapter considers the need to assess the diverse linguistic and cultural repertoires of students of diverse languages in the K-12 education setting. It explains the assessment of language/s learning in school education in the context of complex diversity. The chapter describes the impact of globalisation on language/s learning and assessment, which gives rise to the need for a multilingual and multicultural conceptualization of language/s learning. It discusses the experience and findings of the study: Student Achievement of Asian Languages Education. The chapter also discusses critically the value and the limitations of the study. It focuses on future directions in language-assessment research and, the need for context-sensitive profiling of learner achievements in ways recognizing the multilingual capabilities of diverse learners to do justice to their linguistic and cultural repertoires. The chapter describes a national project conducted in languages education in Australia that began to interrogate and dislodge some assumptions made in the development and use of common frameworks and standards.
