Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students
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BeschreibungProvides tips for educators on assessing accomodations for multicultural and linguistically diverse students.
InhaltsverzeichnisPreface About the Authors C h a p t e r 1 Classroom Assessment amidst Cultural and Linguistic Diversity What's Different about Today's Classroom? Immigration Fallacies and Facts Immigration Trends and Dynamics in the United States What's Changed about the Readiness of Classroom Teachers for Student Diversity? What's Evolved about Appropriate Assessment Practices for CLD Students? C h a p t e r 2 Authentic Assessment Rationale for the Use of Authentic Assessments Reliability and Validity of Authentic Assessments Types of Authentic Assessment Performance-Based Assessments Portfolios Self-Assessment and Peer Assessment Interview-Based Assessment Play-Based Assessment Cooperative Group Assessment Dialogue Journals and Scaffolded Essays Scoring and Related Issues of Authentic Assessment Rubrics Checklists and Questionnaires Additional Considerations FM.i31/2006 8:37:54 AM C h a p t e r 3 Preinstructional Assessment and the CLD Student 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 C h a p t e r 4 Assessment of Acculturation Acculturation and Enculturation Processes When What Used to Work No Longer Works Acculturation Dynamics 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 Identification Placement Monitoring Exit C h a p t e r 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 Syntax Morphology Phonology Semantics Pragmatics Informal Assessment of Language Proficiency Key Issues in Informal Assessment Home Language Surveys Parent Interviews Informal Assessment of Academic Language Proficiency Formal Assessment of Language Proficiency Standardized Formal Assessments of Language Proficiency Further Considerations Programming-Related Issues: Language Proficiency Assessment Identification Placement Monitoring Exit C h a p t e r 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 Identification Placement Monitoring Exit C h a p t e r 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 Reevaluation Considerations C h a p t e r 8 Postinstructional Assessment Teacher-Driven Postinstructional Assessment Linguistic Postinstructional Assessment Academic Postinstructional Assessment Cognitive Postinstructional Assessment Sociocultural Postinstructional Assessment But What about the Grade? Conclusion Appendix: Resource List Glossary References Index
PortraitDr. Socorro Herrera currently serves as a Professor of Elementary Education at Kansas State and is Director of the Collaborative Intercultural and Multilingual Advocacy (CIMA) Center. Certified in Elementary Education, Bilingual Education, and School Counseling, Dr. Herrera's recent publications have appeared in the Bilingual Research Journal and the Journal of Latinos and Education. Her recent research and teaching in education has emphasized emergent biliteracy, reading strategies, the differential learning needs of second language learners, and mutual accommodation for language learning students. Dr. Herrera has written texts for Pearson/Allyn and Bacon, as well as text chapters for Erlbaum & Associates and ATE/ACEI. Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and is the Director of Research and Development for the CIMA Center. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers' accommodation readiness for transnational students. Dr. Murry's recent research has emphasized advocacy frameworks for culturally and linguistically diverse students, the linguistic and cross-cultural dynamics of ESL instruction, portfolio-based practicum experiences, and school restructuring for linguistic diversity. His recent publications have appeared in the Journal of Continuing Higher Education, AACTE Briefs, and the Bilingual Research Journal. Dr. Murry has written texts for Pearson/Allyn and Bacon, as well as text chapters for Erlbaum & Associates and ATE/ACEI. Robin Morales Cabral currently serves as an instructional coordinator for the CIMA Center in the College of Education at Kansas State University. Ms. Cabral prepares school educators to professionally address the social, emotional and learning needs of students in highly diverse K-12 schools. She has a background in communicative disorders and sciences, school leadership, bilingual special education, and assessment for culturally and linguistically diverse (CLD) students. Ms. Cabral's years of experience as a bilingual speech language pathologist, parent/teacher liaison, intervention coordinator, and assessment specialist, have led to advisory roles with classroom teachers, special educators, and school administrators dedicated to best school and classroom practices necessary to target the individual and collective needs of CLD students.
Untertitel: Sprache: Englisch.
Verlag: PRENTICE HALL
Erscheinungsdatum: August 2006
Seitenanzahl: 311 Seiten