How can rubrics be adapted to support students with varying language proficiency levels when assessing an art project?

• A. Use dual-language rubrics
• B. Use only English rubrics
• C. Exclude oral components
• D. Offer rubric anchors at a single language level

Answer: (A)

Providing rubrics in two languages helps students with different language proficiency understand exactly how their art project will be judged. When the criteria appear in both their home language and the language of instruction, students can grasp expectations, learn how to document their process, and see what counts as evidence of learning—without getting lost in unfamiliar vocabulary. This approach reduces language barriers, supports fair assessment, and can be paired with clear visual descriptors to reinforce understanding. Relying only on English makes the criteria harder to interpret for some learners, excluding oral components misses chances to support language development, and anchoring the rubric to a single language level limits accessibility for multilingual students.