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Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students
Socorro Herrera, Kansas State University
Kevin G. Murry, Kansas State University
Robin M. Morales-Cabral, Wichita Public Schools

ISBN-10: 0205492711
ISBN-13: 9780205492718

Publisher: Allyn & Bacon
Copyright: 2007
Format: Paper; 336 pp
Published: 08/30/2006

Suggested retail price: $54.80
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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.

  • Each chapter includes:
    • Chapter Outlines --offers readers both an advance organizer and a fundamental understanding of the content of each chapter.
    • Chapter Objectives --gives each and every educator access to the purpose and idea behind a particular lesson (in this case, chapter of the text). Hence, each chapter is introduced with an inventory of objectives to be achieved as reader outcomes for that chapter.
    • Standards of Best Practice--serve as a model for professionalism in practice with diversity. Specifically, aligning the content of all lessons/chapters with nationally recognized standards for best practice – the TESOL/NCATE standards and the CEEE Guiding Principles for best practice with CLD students.
    • Key Concepts --remind the reader of the critical content discussed in that particular chapter. Related features at the end of each chapter, especially the Questions for Review and Reflection, help ensure that the reader’s study of the chapter has appropriately emphasized these key theories and concepts. 
    • Professional Conversations on Practice--suggests topics for discussions and debates among pre- and inservice educators about critical issues that have been explored or detailed in the content of the associated chapter. The feature is designed to encourage critical thinking, reflection, articulation of new knowledge, debate, metacognition, and theory-into-practice applications.
    • Questions for Review and Reflection--provides opportunities for self-assessment of content comprehension and readiness for applications to practice. The questions included in these features are applicable to educators at all levels including: preservice teachers, paraprofessionals, inservice teachers, staff specialists, and school administrators.
  • Accommodative Assessment Practices boxes throughout the chapters offer the reader a glimpse of the bigger assessment picture and highlight ways in which key theories, concepts, and arguments from the narrative may be appropriately applied to  CLD students. These features are frequently structured as vignettes that identify and address assessment challenges related to the four dimensions of the student biography.  
  • Assessment Freeze Frames boxes in every chapter highlight key points from the chapter narrative.
  • Assessment in Action boxes detail how to adapt, refine, and develop accommodative assessments. 
  • Close-Ups on Assessment boxes provide perspectives on key strategies, techniques, theories, concepts, or arguments from the chapter narrative.
  • Explanatory or illustrative figures or tables have been specifically designed to enhance the content of each chapter. Educators capitalize upon these features to more fully understand the concepts and research-based practices that are discussed in this book.
  • Assessment Artifacts --special figures of interest to readers who already instruct or expect to teach CLD students emphasize differentiated assessments and practices for each of the four dimensions of the CLD student biography.  These authentic assessment artifacts are included to provide examples of teachers’ creative resolutions of the many challenges involved in the development of equitable assessments for diverse student populations. 
  • Appendix--provides teachers with ready-to-use resources for use in their assessment practices with CLD students. The resources are drawn from the content of Chapters 2-7, which directly address types of assessments developed by PreK-12 classroom teachers.
  • Glossary--serves as an auxiliary resource for current readers and for applications of content to practice, in the future. Attention has been given to those terms that are likely to seem unfamiliar to current and future educators who have few educational experiences with CLD students.
  • Reference List--assembled in APA style, this feature serves as documentation of the theory, research, and analyses that support the discussions, content, conclusions, and recommendations of the authors in this text. Additionally, the feature serves as a resource for preservice and inservice educators of CLD students.

<>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

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.

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

ISBN 0-205-41060-X

 

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. 

View a Sample Chapter PDF:

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