In recent decades, the world has seen unprecedented levels of mobility, resulting from globalization of information, people, organizations and capital Societies have become more and more diverse around the world, linguistic diversity included These developments have had a significant impact on education, both general education and language education, and they necessitate reviewing cur-ricular paradigms, approaches and practices in many contexts, albeit for dif-ferent reasons However, the pressure to rethink educational arrangements in non-Western contexts has come less from mobility and more from a critique of the hegemony of Western modernity?What the various educational contexts and geographical settings have in com-mon is their need to be critically assessed and re-examined in order to account for multilingual realities both in society and in the (language) classroom Revised epistemologies have to address these realities that also exist in education on var-ious levels and in diverse educational contextsThe paradigm associated with the extensive body of work on educational assessment has largely been illustrated by a monolingual database (Schissel et al?, 2019; Shohamy, 2011), whereas a significant part of the research corpus on multilingual education articulates around teaching and learning, and has only infrequently foregrounded formal, non-spontaneous assessment The foregoing seems to be a reality both for language pedagogy as for content teaching