This project evaluates the construct of multilingual assessment in primary government schools in India, a country in which English is taught as a subject or as the medium of instruction. Children attending these schools grow up and live in a highly linguistically diverse society which embraces multilingualism in the individual speaker primarily in oral language usage with code-mixing/translanguaging as a natural mode of communication. School-based assessment, however, has always been unilingual. This project aims to promote continuity among teaching, learning and assessment through the active exploitation of learners' entire language repertoire. A step to this direction is the use of dynamic assessment. Dynamic assessment  offers a more fine-grained picture of students' content and language abilities than traditional, static forms of assessment, since it considers actual learning outcomes as well as learning potential. Furthermore, dynamic assessment creates an opportunity to learn by making assessment equitable.