Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students, 2nd edition
Published by Pearson (June 5th 2012) - Copyright © 2013
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A much-needed resource for helping teachers assess the increasing number of diverse students and English learners in today’s K-12 classrooms, Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions. Written from the perspective of a differential lens on assessment practices for CLD students, the book focuses on the student as the driving force behind its narrative and organization and examines the Who, Where, What, When, and How of using appropriate assessment practices with CLD students.
Table of contents
About the Authors
Chapter 1 Classroom Assessment amidst Cultural and Linguistic Diversity
What’s Different about Today’s Classroom?
Immigration Fallacies and Facts
The Next Generation Of Students: America’s Potential
What’s Changed about the Readiness of Classroom Teachers for Student Diversity?
What’s Evolved about Appropriate Assessment Practices for CLD Students?
Chapter 2 Authentic Assessment
Rationale for the Use of Authentic Assessments
Reliability and Validity of Authentic Assessments
Types of Authentic Assessment
Self-Assessment and Peer Assessment
Cooperative Group Assessment
Dialogue Journals and Scaffolded Essays
Scoring and Related Issues of Authentic Assessment
Checklists and Questionnaires
Chapter 3 Response to Intervention, Preinstructional Assessment, and the CLD Student
What Is Response To Intervention?
What Does RTI Look Like?
Tiers of RTI Instruction
Formal and Informal Preassessment
History/Herstory: What the CLD Student Brings to the Classroom
Biopsychosocial History of the CLD Student
Education History of the CLD Student
Language History of the CLD Student
Preassessment Resources: Home Visits and School Conferences
Chapter 4 Assessment of Acculturation
Acculturation and Enculturation Processes
When What Used to Work No Longer Works
Relationship between Cultural Identity and Acculturation
The Role of Acculturation and Emotions in Learning
Assessing Level of Acculturation
Informal Assessment of Acculturation
Formal Assessment of Acculturation
Impact of Acculturation on Appropriate Methods of Assessment
Using Acculturation Information to Inform Instruction
Cultural Differences as Learning Assets
Programming-Related Issues: Assessment of Acculturation
Chapter 5 Assessment of Language Proficiency
Rationale for Language Proficiency Assessment
Rationale for Assessing Primary Language Proficiency
Rationale for Assessing English as a Second Language
Key Elements of Language Acquisition and Proficiency
Informal Assessment of Language Proficiency
Key Issues in Informal Assessment
Home Language Surveys
Informal Assessment of Academic Language Proficiency
Formal Assessment of Language Proficiency
Standardized Formal Assessments of Language Proficiency
Programming-Related Issues: Language Proficiency Assessment
Chapter 6 Assessment of Content-Area Learning
Formative Content-Area Assessment
Informal Formative Assessment
Formal Formative Assessment
Summative Content-Area Assessment
Informal Summative Assessment: Portfolios as Authentic Assessments
Formal Summative Assessment: High-Stakes Tests
The Role of Language in Content-Area Assessment
Bias in Classroom-Based Content-Area Assessments
Programming-Related Issues: Content-Area Assessment
Chapter 7 Special Education Issues in the Assessment of CLD Students
What Is Special Education?
Is Disproportionality Really an Issue?
Why Should We Be Concerned?
Implications for Classroom Teachers
The Importance of Information: Review and Request
Preassessment for Special Education
Attention to the Assessment Process
Chapter 8 Postinstructional Assessment
Teacher-Driven Postinstructional Assessment
Linguistic Postinstructional Assessment
Academic Postinstructional Assessment
Cognitive Postinstructional Assessment
Sociocultural Postinstructional Assessment
But What about the Grade?
Appendix A: TESOL Standards of Best Practice
Appendix B: Teacher Resources
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