×

Uh-oh, it looks like your Internet Explorer is out of date.

For a better shopping experience, please upgrade now.

Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students / Edition 1
     

Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students / Edition 1

by Socorro G. Herrera, Kevin G. Murry, Robin M. Cabral
 

ISBN-10: 0205492711

ISBN-13: 9780205492718

Pub. Date: 09/13/2006

Publisher: Pearson

Written by recognized experts in the field, Assessment Planning for CLD Students details effective classroom assessment practices for and usefully organizes recommended strategies around the four critical dimensions of the CLD student biography.

This classroom-ready resource intentionally focuses on those classroom assessment practices that will prove effective

Overview

Written by recognized experts in the field, Assessment Planning for CLD Students details effective classroom assessment practices for and usefully organizes recommended strategies around the four critical dimensions of the CLD 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.

Product Details

ISBN-13:
9780205492718
Publisher:
Pearson
Publication date:
09/13/2006
Edition description:
1ST
Pages:
336
Product dimensions:
7.40(w) x 9.10(h) x 0.70(d)
Age Range:
18 Years

Table of Contents

Preface

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

Customer Reviews

Average Review:

Post to your social network

     

Most Helpful Customer Reviews

See all customer reviews