What is a significant reason for not using interpreters during assessments for bilingual students?

Using interpreters during assessments for bilingual students can potentially violate best practices and affect the outcome for several reasons. One significant concern is that interpreters may not fully grasp the nuances of the assessment tools or the specific language used in testing contexts, which can lead to misinterpretation of questions or responses.

Furthermore, interpreters may unintentionally introduce their own biases or cultural influences that could skew the assessment results, thereby impacting the validity of the findings. This is particularly critical in high-stakes assessments where accurate data informs educational decisions and interventions. The reliance on interpreters may also limit the assessment's ability to capture the student's true abilities and knowledge, as the interpretation process can alter the applicant's responses.

In essence, while interpreters can provide important linguistic support, their involvement in formal assessments without careful consideration can compromise the integrity of the evaluation process for bilingual students. Instead, alternative assessment methods or specially adapted instruments designed for bilingual populations might be more effective in accurately reflecting a student's capabilities.