Assessment accommodations for classroom teachers of culturally and linguistically diverse students

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000010120079	LC3731 H474 2007	Open Access Book	Book	Searching... Unknown
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Assessment Accommodations for CLD Studentsdetails effective classroom assessment practices for preK-12 teachers and usefully organizes recommended strategies around the four critical dimensions of the CLD (culturally and/or linguistically diverse) student biography. This classroom-ready resource intentionally focuses on those classroom assessment practices that will prove effective with CLD students and useful to preK-12 teachers of those students. Unlike its competitors, the book begins and ends with practical assessment strategies for each of the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions.

Author Notes

Dr. 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.

Preface	p. xiii
About the Authors	p. xxi
Chapter 1 Classroom Assessment amidst Cultural and Linguistic Diversity	p. 1
What's Different about Today's Classroom?	p. 4
Immigration Fallacies and Facts	p. 4
Immigration Trends and Dynamics in the United States	p. 7
What's Changed about the Readiness of Classroom Teachers for Student Diversity?	p. 12
What's Evolved about Appropriate Assessment Practices for CLD Students?	p. 13
Chapter 2 Authentic Assessment	p. 20
Rationale for the Use of Authentic Assessments	p. 22
Reliability and Validity of Authentic Assessments	p. 25
Types of Authentic Assessment	p. 26
Performance-Based Assessments	p. 26
Portfolios	p. 29
Self-Assessment and Peer Assessment	p. 32
Interview-Based Assessment	p. 34
Play-Based Assessment	p. 37
Cooperative Group Assessment	p. 38
Dialogue Journals and Scaffolded Essays	p. 39
Scoring and Related Issues of Authentic Assessment	p. 42
Rubrics	p. 42
Checklists and Questionnaires	p. 45
Additional Considerations	p. 46
Chapter 3 Preinstructional Assessment and the CLD Student	p. 50
Formal and Informal Preassessment	p. 53
History/Herstory: What the CLD Student Brings to the Classroom	p. 54
Biopsychosocial History of the CLD Student	p. 55
Education History of the CLD Student	p. 60
Language History of the CLD Student	p. 67
Preassessment Resources: Home Visits and School Conferences	p. 70
Chapter 4 Assessment of Acculturation	p. 78
Acculturation and Enculturation Processes	p. 81
When What Used to Work No Longer Works	p. 82
Acculturation Dynamics	p. 85
Relationship between Cultural Identity and Acculturation	p. 88
The Role of Acculturation and Emotions in Learning	p. 92
Assessing Level of Acculturation	p. 92
Informal Assessment of Acculturation	p. 95
Formal Assessment of Acculturation	p. 103
Impact of Acculturation on Appropriate Methods of Assessment	p. 105
Using Acculturation Information to Inform Instruction	p. 108
Cultural Differences as Learning Assets	p. 109
Programming-Related Issues: Assessment of Acculturation	p. 115
Identification	p. 115
Placement	p. 115
Monitoring	p. 115
Exit	p. 116
Chapter 5 Assessment of Language Proficiency	p. 118
Rationale for Language Proficiency Assessment	p. 121
Rationale for Assessing Primary Language Proficiency	p. 121
Rationale for Assessing English as a Second Language	p. 122
Key Elements of Language Acquisition and Proficiency	p. 123
Syntax	p. 124
Morphology	p. 124
Phonology	p. 125
Semantics	p. 128
Pragmatics	p. 129
Informal Assessment of Language Proficiency	p. 131
Key Issues in Informal Assessment	p. 131
Home Language Surveys	p. 133
Parent Interviews	p. 138
Informal Assessment of Academic Language Proficiency	p. 141
Formal Assessment of Language Proficiency	p. 159
Standardized Formal Assessments of Language Proficiency	p. 160
Further Considerations	p. 165
Programming-Related Issues: Language Proficiency Assessment	p. 166
Identification	p. 166
Placement	p. 166
Monitoring	p. 166
Exit	p. 166
Chapter 6 Assessment of Content-Area Learning	p. 170
Formative Content-Area Assessment	p. 174
Informal Formative Assessment	p. 175
Formal Formative Assessment	p. 199
Summative Content-Area Assessment	p. 202
Informal Summative Assessment: Portfolios as Authentic Assessments	p. 202
Formal Summative Assessment: High-Stakes Tests	p. 204
The Role of Language in Content-Area Assessment	p. 205
Bias in Classroom-Based Content-Area Assessments	p. 208
Programming-Related Issues: Content-Area Assessment	p. 211
Identification	p. 212
Placement	p. 212
Monitoring	p. 212
Exit	p. 212
Chapter 7 Special Education Issues in the Assessment of CLD Students	p. 214
What Is Special Education?	p. 218
Is Disproportionality Really an Issue?	p. 220
Why Should We Be Concerned?	p. 222
Implications for Classroom Teachers	p. 224
The Importance of Information: Review and Request	p. 227
Preassessment for Special Education	p. 228
Attention to the Assessment Process	p. 229
Reevaluation Considerations	p. 237
Chapter 8 Postinstructional Assessment	p. 240
Teacher-Driven Postinstructional Assessment	p. 242
Linguistic Postinstructional Assessment	p. 243
Academic Postinstructional Assessment	p. 248
Cognitive Postinstructional Assessment	p. 254
Sociocultural Postinstructional Assessment	p. 256
But What about the Grade?	p. 260
Conclusion	p. 262
Appendix Resource List	p. 265
Glossary	p. 287
References	p. 289
Index	p. 301

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