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| Preface | |
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| About the Authors | |
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| Classroom Assessment amidst Cultural and Linguistic Diversity | |
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| What's Different about Today's Classroom? | |
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| Immigration Fallacies and Facts | |
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| The Next Generation Of Students: America's Potential | |
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| What's Changed about the Readiness of Classroom Teachers for Student Diversity? | |
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| What's Evolved about Appropriate Assessment Practices for CLD Students? | |
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| Authentic Assessment | |
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| Rationale for the Use of Authentic Assessments | |
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| Reliability and Validity of Authentic Assessments | |
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| Types of Authentic Assessment | |
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| Performance-Based Assessments | |
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| Portfolios | |
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| Self-Assessment and Peer Assessment | |
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| Interview-Based Assessment | |
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| Play-Based Assessment | |
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| Cooperative Group Assessment | |
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| Dialogue Journals and Scaffolded Essays | |
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| Scoring and Related Issues of Authentic Assessment | |
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| Rubrics | |
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| Checklists and Questionnaires | |
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| Additional Considerations | |
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| Response to Intervention, Preinstructional Assessment, and the CLD Student | |
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| What Is Response To Intervention? | |
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| What Does RTI Look Like? | |
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| Tiers of RTI Instruction | |
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| Preinstructional Assessment | |
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| Formal and Informal Preassessment | |
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| History/Herstory: What the CLD Student Brings to the Classroom | |
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| Biopsychosocial History of the CLD Student | |
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| Education History of the CLD Student | |
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| Language History of the CLD Student | |
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| Preassessment Resources: Home Visits and School Conferences | |
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| Assessment of Acculturation | |
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| Acculturation and Enculturation Processes | |
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| When What Used to Work No Longer Works | |
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| Acculturation Dynamics | |
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| Relationship between Cultural Identity and Acculturation | |
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| The Role of Acculturation and Emotions in Learning | |
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| Assessing Level of Acculturation | |
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| Informal Assessment of Acculturation | |
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| Formal Assessment of Acculturation | |
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| Impact of Acculturation on Appropriate Methods of Assessment | |
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| Using Acculturation Information to Inform Instruction | |
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| Cultural Differences as Learning Assets | |
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| Programming-Related Issues: Assessment of Acculturation | |
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| Identification | |
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| Placement | |
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| Monitoring | |
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| Exit | |
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| Assessment of Language Proficiency | |
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| Rationale for Language Proficiency Assessment | |
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| Rationale for Assessing Primary Language Proficiency | |
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| Rationale for Assessing English as a Second Language | |
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| Key Elements of Language Acquisition and Proficiency | |
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| Syntax | |
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| Morphology | |
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| Phonology | |
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| Semantics | |
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| Pragmatics | |
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| Informal Assessment of Language Proficiency | |
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| Key Issues in Informal Assessment | |
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| Home Language Surveys | |
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| Parent Interviews | |
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| Informal Assessment of Academic Language Proficiency | |
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| Formal Assessment of Language Proficiency | |
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| Standardized Formal Assessments of Language Proficiency | |
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| Further Considerations | |
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| Programming-Related Issues: Language Proficiency Assessment | |
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| Identification | |
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| Placement | |
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| Monitoring | |
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| Exit | |
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| Assessment of Content-Area Learning | |
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| Formative Content-Area Assessment | |
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| Informal Formative Assessment | |
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| Formal Formative Assessment | |
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| Summative Content-Area Assessment | |
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| Informal Summative Assessment: Portfolios as Authentic Assessments | |
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| Formal Summative Assessment: High-Stakes Tests | |
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| The Role of Language in Content-Area Assessment | |
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| Bias in Classroom-Based Content-Area Assessments | |
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| Programming-Related Issues: Content-Area Assessment | |
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| Identification | |
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| Placement | |
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| Monitoring | |
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| Exit | |
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| Special Education Issues in the Assessment of CLD Students | |
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| What Is Special Education? | |
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| Is Disproportionality Really an Issue? | |
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| Why Should We Be Concerned? | |
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| Implications for Classroom Teachers | |
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| The Importance of Information: Review and Request | |
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| Preassessment for Special Education | |
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| Attention to the Assessment Process | |
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| Reevaluation Considerations | |
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| Postinstructional Assessment | |
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| Teacher-Driven Postinstructional Assessment | |
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| Linguistic Postinstructional Assessment | |
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| Academic Postinstructional Assessment | |
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| Cognitive Postinstructional Assessment | |
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| Sociocultural Postinstructional Assessment | |
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| But What about the Grade? | |
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| Conclusion | |
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| Appendix: | |
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| TESOL Standards of Best Practice | |
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| Teacher Resources | |
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| Glossary | |
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| References | |
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| Index | |