"An important principle of assessment equity states that a more valid picture of what a student has learned and can do is likely to emerge when multiple sources of information (assessments, information from parents, teacher reports, etc.) are used. This is particularly true for students whose first language is not English or whose experience base is not parallel to that of the dominant culture of the school. One assessment or one type of assessment should not be the sole measure of a student's achievement, because it is not likely to give an adequate picture of that student's learning. Nor should any one assessment be used to make decisions of any consequence about a student's educational future, particularly when that assessment uses language in which the student is not yet proficient." (p. 11)