When assessing ELLs, validity is often a challenge that must be addressed. Validity is the ability of an assessment to measure what it is intended to measure (Herrera, Murry, & Cabral, 2007, p.25). Often times with standardized testing, students are forced to read a lot of instruction and questions in order to demonstrate the skill being assessed; this is, therefore, assessing their ability to read and comprehend English instead of, for example, show their understanding of animal adaptations or mathematical skills. As a dual-language teacher, I am faced with the challenges every day to ensure that I am providing students appropriate ways to show what they know in ways that are valid and reliable. One way to provide valid assessments is to include a variety of assessments throughout the course that adhere to multiple intelligences (verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic), as identified by Howard Gardner (Brown & Abeywickrama, 2006, p.17). A few examples of assessments I have provided to students that are valid are: assessing bodily-kinesthetic students' spelling/phonics skills by having them build their words with wiki sticks instead of using paper and pencil, and assessing math skills by allowing students to build 3-D shapes using marshmallows and toothpicks. Please share different types of assessments that you have used with ELLs to ensure that assessments are valid and provide ideas for other ELL teachers. Thank you, Christina References Brown, H.D. and Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. White Plains, NY: Pearson Education. Herrera, S. G., Murry, K. G., & Cabral, R. M. (2007). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Boston, MA: Allyn & Bacon: Pearson.