Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students

Dr. Socorro G. Herrera currently serves as a professor of elementary education at Kansas State University and is executive director of the Center for Intercultural and Multilingual Advocacy (CIMA). Certified in elementary education, bilingual education, and school counseling, Dr. Herrera’s recent publications have appeared in the Journal of Research in Education, Bilingual Research Journal, Journal of Hispanic Higher Education, and Journal of Latinos and Education. Her recent research and teaching in education have emphasized emergent literacy, reading strategies, the differential learning needs of second language learners, and mutual accommodation for language learning students. In addition to her scholarly research, Dr. Herrera has led Study Abroad pre-service teacher exchanges in Paraguay, Mexico, Guatemala, and China. She was chosen to participate in the International Reading Association’s Reading Literacy Research Program to Cuba for Fall 2011.   Dr. Robin Morales Cabral currently serves as Director of Literacy for Diverse Populations in the Wichita Public Schools. She has a background in communicative disorders and sciences, bilingual special education, literacy and assessment for culturally and linguistically diverse students. Dr. Cabral’s years of experience as a bilingual speech-language pathologist, parent-teacher liaison, intervention coordinator, and assessment specialist have led to national speaking engagements and advisory roles with classroom teachers, special educators and school administrators dedicated to implementing best practices for CLD students. Dr. Cabral’s recent research and professional activities have emphasized assets-based high school decision making as well as strengthening teacher, school, and district capacities to ensure CLD students’ full access to an enriched core curriculum with appropriately individualized supports from early childhood to graduation, and beyond.   Dr. Kevin Murry is currently an Associate Professor of Curriculum and Instruction at Kansas State University. His scholarship has emphasized the professional development of general education teachers for English language learning (ELL) students. Dr. Murry's recent research and publication have emphasized teacher readiness for best practice with ELLs, culturally responsive teaching and assessment practices, and the linguistic and cross-cultural dynamics of critically reflective and biography-driven teaching. His recent publications have appeared in the Journal of Hispanic Higher Education, Journal of Teaching and Learning, and Bilingual Research Journal. Dr. Murry has written texts for Pearson/Allyn and Bacon, as well as text chapters for Erlbaum & Associates and ATE/ACEI.

Preface

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

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

 

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

Preinstructional Assessment

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

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

 

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

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

 

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

Identification

Placement

Monitoring

Exit

 

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

Reevaluation Considerations

 

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?

Conclusion

Appendix:

Appendix A: TESOL Standards of Best Practice

Appendix B: Teacher Resources

Glossary

References

Index