| |
| |
| Preface | |
| |
| |
| About the Authors | |
| |
| |
| |
| 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? | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| 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 | |
| |
| |
| |
| Postinstructional Assessment | |
| |
| |
| Teacher-Driven Postinstructional Assessment | |
| |
| |
| Linguistic Postinstructional Assessment | |
| |
| |
| Academic Postinstructional Assessment | |
| |
| |
| Cognitive Postinstructional Assessment | |
| |
| |
| Sociocultural Postinstructional Assessment | |
| |
| |
| But What about the Grade? | |
| |
| |
| Conclusion | |
| |
| |
| |
| Resource List | |
| |
| |
| Glossary | |
| |
| |
| References | |
| |
| |
| Index | |