Large-scale assessments, a prominent part of education in the United States, are the accountability measures used to determine policies, programs, and the allocation of resources. The U.S. school population continues to have an increasing number of culturally and linguistically diverse (CLD) students, indicating the need to reevaluate the inclusivity of large-scale assessments for students from all cultural and linguistic backgrounds. In this study, the lens of constructivism was the framework used to explore elementary teachers' perspectives of large-scale assessments, equitable constructs, and inclusive contexts for CLD students. This study addressed the following research questions: How do teachers perceive the current large-scale assessment practices in place for CLD student populations? What do teachers perceive as necessary for assessing the capabilities of CLD students? What supports do teachers perceive as necessary for CLD student populations when taking large-scale assessments to ensure equitable constructs? The findings from this basic qualitative study showed inequities in standardized large-scale assessments and suggested a transformative approach for assessing CLD students in an evidence or performance-based context. The study included the implications of the findings and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]