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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 | |