Assessment Development
Purpose-built assessment tools for Armenian DLI programs, measuring what learners know, what they can do, and where instruction needs to go next.
What Cannot Be Measured Cannot Be Improved
If no standards-aligned curriculum exists for Armenian DLI programs outside of Armenia, it follows directly that no standards-aligned assessment does either. Assessment cannot be borrowed from general Armenian education, where the standards, the learner population, and the instructional model are fundamentally different. It cannot be translated from the partner language without losing the very thing it is meant to measure: authentic Armenian language development and content knowledge acquired through Armenian.
Armenian DLI programs need a complete assessment architecture: tools that measure where learners are in their biliteracy development, tools that measure content knowledge acquired in Armenian, and tools that give teachers actionable, real-time information to adjust instruction before the next lesson, not after the next standardized test cycle.
A Complete Assessment Architecture for Armenian DLI
Language Arts Standards Mastery in Armenian
Summative assessments that measure learner mastery of Armenian language arts standards at each grade level, covering reading, writing, speaking, and listening, aligned to the academic standards of the country or state where the program operates, not to Armenia's national standards alone.
Content Knowledge Acquired Through Armenian
Assessments that measure what learners have learned in Science, Math, Social Studies, and other content areas taught through Armenian, distinguishing between language proficiency and content understanding, and ensuring that both are held to grade-level expectations.
Formative Assessments and Instructional Tracking Tools
Embedded formative tools that teachers can use daily and weekly to monitor learning in real time, track individual learner progress along the biliteracy continuum, and make precise, data-informed decisions about where to intervene, reteach, or extend.
Language Proficiency Measurement
Tools aligned to the proficiency frameworks Armenian DLI programs are accountable to around the world. ACTFL for programs in the United States, CEFR for programs across Europe, Latin America, and Asia, and ISLPR for programs in Australia and the Asia-Pacific region, giving every program a globally recognized, standardized way to document and advocate for the language development its learners are achieving.
Flexible, Authentic, and Designed for Every Context
Armenian DLI programs operate across different countries, different standards systems, and different program models. A teacher in Glendale reports to California's academic standards and uses ACTFL to document language proficiency. A teacher in Lyon operates within the French national curriculum and reports to CEFR. A teacher in Buenos Aires navigates Argentine federal standards alongside CEFR benchmarks. ADLEA's assessment tools are designed with this global reality in mind: modular, multi-format, and accessible to every Armenian DLI educator in the world.
Adaptable by Design
Built in modular formats that can be aligned to different state or national academic standards, adjusted for different program models, and scaled across grade levels, so the same assessment framework serves every Armenian DLI program regardless of where it operates.
Multiple Modes of Demonstration
Assessment in a DLI program is not limited to tests. Learners demonstrate their knowledge and language development through projects, portfolios, presentations, performance tasks, and other authentic measures that honor the full range of what bilingual learners can do in Armenian and in the partner language.
Online and Beyond
Delivered through a combination of digital tools and hands-on formats, giving educators flexibility in how they administer, collect, and analyze evidence of learning, whether in a fully equipped technology environment or a community school with limited digital infrastructure.
Three Goals. One Assessment Vision.
Standards-Based Proficiency Tools Where None Previously Existed
Filling the field's most critical gap with assessments developed natively for Armenian DLI, not borrowed, not translated, not approximated.
Adaptable Assessments for Different Program Models
Modular tools that align to the standards, language ratios, and program structures of Armenian DLI programs across the United States, Europe, Latin America, and Asia.
Data Educators Can Actually Use to Guide Instruction
Formative tracking tools that move assessment out of the end-of-year report and into the daily rhythm of teaching, giving teachers precise, actionable information when it matters.
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