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Assessment accommodations for classroom teachers of culturally and linguistically diverse students / Socorro G. Herrera, Kevin G. Murry, Robin Morales Cabral.
- Format:
- Book
- Author/Creator:
- Herrera, Socorro Guadalupe.
- Language:
- English
- Subjects (All):
- Children of minorities--Education--United States--Evaluation.
- Children of minorities.
- Multicultural education--United States--Evaluation.
- Multicultural education.
- Linguistic minorities--Ability testing.
- Linguistic minorities.
- Educational tests and measurements.
- Teachers--Training of--United States.
- Teachers.
- Teachers--Training of.
- Ability--Testing.
- Evaluation.
- Children of minorities--Education.
- United States.
- Physical Description:
- xxi, 311 pages : illustrations ; 24 cm
- Place of Publication:
- Boston : Pearson/Allyn and Bacon, [2007]
- Summary:
- Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and usefully organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions.
- Contents:
- Chapter 1 Classroom Assessment amidst Cultural and Linguistic Diversity 1
- What's Different about Today's Classroom? 4
- Immigration Fallacies and Facts 4
- Immigration Trends and Dynamics in the United States 7
- What's Changed about the Readiness of Classroom Teachers for Student Diversity? 12
- What's Evolved about Appropriate Assessment Practices for CLD Students? 13
- Chapter 2 Authentic Assessment 20
- Rationale for the Use of Authentic Assessments 22
- Reliability and Validity of Authentic Assessments 25
- Types of Authentic Assessment 26
- Performance-Based Assessments 26
- Portfolios 29
- Self-Assessment and Peer Assessment 32
- Interview-Based Assessment 34
- Play-Based Assessment 37
- Cooperative Group Assessment 38
- Dialogue Journals and Scaffolded Essays 39
- Scoring and Related Issues of Authentic Assessment 42
- Rubrics 42
- Checklists and Questionnaires 45
- Additional Considerations 46
- Chapter 3 Preinstructional Assessment and the CLD Student 50
- Formal and Informal Preassessment 53
- History/Herstory: What the CLD Student Brings to the Classroom 54
- Biopsychosocial History of the CLD Student 55
- Education History of the CLD Student 60
- Language History of the CLD Student 67
- Preassessment Resources: Home Visits and School Conferences 70
- Chapter 4 Assessment of Acculturation 78
- Acculturation and Enculturation Processes 81
- When What Used to Work No Longer Works 82
- Acculturation Dynamics 85
- Relationship between Cultural Identity and Acculturation 88
- The Role of Acculturation and Emotions in Learning 92
- Assessing Level of Acculturation 92
- Informal Assessment of Acculturation 95
- Formal Assessment of Acculturation 103
- Impact of Acculturation on Appropriate Methods of Assessment 105
- Using Acculturation Information to Inform Instruction 108
- Cultural Differences as Learning Assets 109
- Programming-Related Issues: Assessment of Acculturation 115
- Identification 115
- Placement 115
- Monitoring 115
- Exit 116
- Chapter 5 Assessment of Language Proficiency 118
- Rationale for Language Proficiency Assessment 121
- Rationale for Assessing Primary Language Proficiency 121
- Rationale for Assessing English as a Second Language 122
- Key Elements of Language Acquisition and Proficiency 123
- Syntax 124
- Morphology 124
- Phonology 125
- Semantics 128
- Pragmatics 129
- Informal Assessment of Language Proficiency 131
- Key Issues in Informal Assessment 131
- Home Language Surveys 133
- Parent Interviews 138
- Informal Assessment of Academic Language Proficiency 141
- Formal Assessment of Language Proficiency 159
- Standardized Formal Assessments of Language Proficiency 160
- Further Considerations 165
- Programming-Related Issues: Language Proficiency Assessment 166
- Identification 166
- Placement 166
- Monitoring 166
- Exit 166
- Chapter 6 Assessment of Content-Area Learning 170
- Formative Content-Area Assessment 174
- Informal Formative Assessment 175
- Formal Formative Assessment 199
- Summative Content-Area Assessment 202
- Informal Summative Assessment: Portfolios as Authentic Assessments 202
- Formal Summative Assessment: High-Stakes Tests 204
- The Role of Language in Content-Area Assessment 205
- Bias in Classroom-Based Content-Area Assessments 208
- Programming-Related Issues: Content-Area Assessment 211
- Identification 212
- Placement 212
- Monitoring 212
- Exit 212
- Chapter 7 Special Education Issues in the Assessment of CLD Students 214
- What Is Special Education? 218
- Is Disproportionality Really an Issue? 220
- Why Should We Be Concerned? 222
- Implications for Classroom Teachers 224
- The Importance of Information: Review and Request 227
- Preassessment for Special Education 228
- Attention to the Assessment Process 229
- Reevaluation Considerations 237
- Chapter 8 Postinstructional Assessment 240
- Teacher-Driven Postinstructional Assessment 242
- Linguistic Postinstructional Assessment 243
- Academic Postinstructional Assessment 248
- Cognitive Postinstructional Assessment 254
- Sociocultural Postinstructional Assessment 256
- But What about the Grade? 260.
- Notes:
- Includes bibliographical references (pages 289-300) and index.
- Local Notes:
- Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.
- ISBN:
- 0205492711
- OCLC:
- 70219998
- Publisher Number:
- 9780205492718
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