Multilingual assessment of the mathematical proficiency of newly arrived children - Multi-Assessment

Multi-Assessment focuses on multilingual assessment of newly arrived children in mathematics education, in both reception schools and regular primary schools. By exploiting home languages in evaluation, Multi-Assessment opts to make better use of newcomers’ potential, thereby increasing their opportunities in math education and their school careers. The research group Multilingualism and Education conducts its research together with the Seminary of Orthopedagogics, and, among others, the research group Mathematical and analytical competences of professionals.


In the Multi-Assessment project, we aim to develop and test innovative assessment forms (summative and formative), in collaboration with educational professionals. Societal and scientific partners will think along with us. In our approach, the use of home languages is a central point of departure.


  • Insight into assessment formats that provide a better picture of both the performance and the potential of newcomer children
  • Inspiring examples and descriptions of multilingual assessment formats
  • Insight into opportunities and obstacles that educational professionals experience with respect to multilingual assessment of newly arrived students
  • Adjustments in the curriculum of the Master Educational Needs (SVO - Seminary for Orthopedagogics), based on the project’s findings


01 September 2021 - 31 August 2023


In the first phase of the project, a group of educational professionals participates in a professional development program on multilingual assessment. In the second phase, these professionals develop innovative forms of multilingual assessment for their own contexts, in co-creation with the researchers involved.

HU researchers involved in the research

Related research groups

Collaboration with social partners

Marian van Popta | researcher | Multilingualism and Education

Marian van Popta

  • Researcher
  • Research group: Multilingualism and Education