Many instructors assume multiple choice questions (MCQs) are validly measuring content mastery; however, the validity of MCQs may be compromised by complex academic language that can be difficult for students to unpack and comprehend (Abedi & Gandara, 2006). This language causes particular difficulty for first-year post-secondary students who use English as an Additional Language (EAL). Since these students are not likely to have had extensive experience navigating the norms of academic discourse, revised and clarified MCQs can help to improve the understanding of test questions for EAL learners without compromising disciplinary content (Riccardi et al., 2020).

Drawing on a linguistic justice lens, this session will share our understanding of some of the specific struggles international EAL students face, and how our language use in assessments can better support equity in student learning. In this session, we will begin with a brief outline of the linguistic barriers embedded in MCQs and provide evidence of an intervention instructors can implement in writing and revising MCQs for their tests based on findings from a study on inclusive assessment with 700 first-year EAL and non-EAL sociology and psychology students. Following this overview, participants in this session will practice identifying and reducing linguistic complexity with sample assessment questions, while also reflecting on ways in which they can collaborate with colleagues to design more multilingual friendly assessments in general.

In addition to the practice assessment questions, if attendees have any specific language in mind that they would like to make more accessible and would like some feedback in doing so, please feel free to bring this work to the session.