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At last a much-needed book to assess English learners!
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.
Socorro G. Herrera, Kevin G. Murry, and Robin Morales Cabral intentionally focus on those classroom assessment practices that will prove effective with CLD students and useful to preK-12 teachers of those students. For a walkthrough of the many exciting features of this book, please see the inside front cover.
Reviewers are raving about this book:
“The case studies and examples are accurate and good for all chapters. This is one of the strongest aspects of this text.” — Janet Medina, McDaniel College
“This book provides current, research-based, and high quality pedagogical and assessment approaches and strategies that respond to current federal policy and high-stakes national and professional standards. The book gets deeply into the immigration issues, assessment issues and alignment of assessment with standards. I really like the completeness of the text and the focus on creating informed teachers who are advocates for their ELLs.” — Zohreh R. Eslami, Texas A&M University
“Of particular value is the statement of standards at the beginning of each chapter. The author is quite clear in defining key terms and concepts and presents wonderful, informative examples of key points. The explanations and connections are often lacking in most texts. In addition, this text provides valuable insight to the critical issues of cultural AND linguistic diversity where many texts focus solely on linguistic diversity.” — Dr. Fay Roseman, Barry University School of Education
Also by these authors:
Mastering ESL and Bilingual Methods: Differentiated Instruction
for Culturally and Linguistically Diverse (CLD) Students Ó2005
This book gives readers the indispensable tools they need to
articulate and defend their fully adapted instructional practices for
culturally and linguistically diverse (CLD) students, as well as
connect that instruction to national standards.
|Ch. 1||Classroom assessment amidst cultural and linguistic diversity||1|
|Ch. 2||Authentic assessment||20|
|Ch. 3||Preinstructional assessment and the CLD student||50|
|Ch. 4||Assessment of acculturation||78|
|Ch. 5||Assessment of language proficiency||118|
|Ch. 6||Assessment of content-area learning||170|
|Ch. 7||Special education issues in the assessment of CLD students||214|
|Ch. 8||Postinstructional assessment||240|