Review of Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships, by M. Gottlieb & A. Honigsfeld

Authors

  • Taghreed Waslalah Alhazmi University of Massachusetts Amherst

DOI:

https://doi.org/10.14507/er.v32.4367

Author Biography

Taghreed Waslalah Alhazmi, University of Massachusetts Amherst

Taghreed Alhazmi is a PhD candidate in the College of Education at the University of Massachusetts Amherst and a faculty member at Taibah University specializing in language and communication disorders. She has extensive experience working with children with developmental language disorder, dyslexia, and autism across educational and clinical settings in Saudi Arabia. Taghreed currently serves as a researcher and instructional leader, contributing to projects focused on multilingual assessment and inclusive education. Her research interests include cognitive-linguistic development in Arabic-speaking children, collaborative assessment for multilingual learners, and the integration of innovative technologies to support diverse learners.

References

Honigsfeld, A., & Dove, M. G. (2019). Co-teaching for English learners: A guide to collaborative planning, instruction, assessment, and reflection. Corwin.

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

[Book reviewed] Gottlieb, M., & Honigsfeld, A. (2024). Collaborative assessment for multilingual learners and teachers: Pathways to partnerships. Corwin Press.

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Published

2025-12-17

How to Cite

Alhazmi, T. W. (2025). Review of Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships, by M. Gottlieb & A. Honigsfeld. Education Review, 32. https://doi.org/10.14507/er.v32.4367

Issue

Vol. 32 (2025)

Section

Book reviews

License

Copyright (c) 2025 Taghreed Waslalah Alhazmi

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