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Assessing English Language Learners : Bridges from Language Proficiency to Academic Achievement

by
ISBN13:

9780761988892

ISBN10:
0761988890
Format:
Paperback
Pub. Date:
1/6/2006
Publisher(s):
Corwin Pr
List Price: $43.68

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Summary

With both depth and breadth, this practical resource covers how to equitably and comprehensively assess the language proficiency and academic achievement of English language learners.

Table of Contents

Foreword ix
Preface xi
Acknowledgments xii
About the Author xv
Assessment of English Language Learners: The Bridge to Educational Equity
1(22)
English Language Learners and Their Teachers
2(4)
Considerations in the Assessment of English Language Learners
6(1)
Identification of English Language Learners
6(2)
Purposes for the Assessment of English Language Learners
8(1)
An Assessment Framework for English Language Learners
8(3)
Large-Scale and Classroom Assessment
11(1)
Summary and Final Thoughts
12(3)
Appendix 1.1 A Decision Tree for the Identification and Placement of English Language Learners
15(1)
Appendix 1.2 A Sample Home Language Survey to Administer to Newly Enrolled Students
16(1)
Appendix 1.3 A Sample Oral Language Use Survey
17(1)
Appendix 1.4 A Sample Literacy Survey for English Language Learners
18(1)
Appendix 1.5 Purposes for Classroom Assessment, Types of Measures, and Language of Assessment
19(1)
Appendix 1.6 An Assessment Framework for English Language Learners
20(1)
Appendix 1.7 A Schedule for Assessing English Language Learners
21(1)
Appendix 1.8 An Inventory of State, School-District, or School-Based Assessment Measures for English Language Learners
22(1)
Standards and Assessment: The Bridge From Language Proficiency to Academic Achievement
23(18)
The Relationship Among Social Language Proficiency Academic Language Proficiency, and Academic Achievement
24(2)
The Second-Language Acquisition Process
26(3)
Language Proficiency and Academic Content Standards
29(7)
Summary and Final Thoughts
36(2)
Appendix 2.1 Reflection: Comparing Targets for Language Proficiency and Academic Achievement
38(1)
Appendix 2.2 Grouping English Language Learners by Levels of Language Proficiency
39(1)
Appendix 2.3 A Checklist for Evaluating English Language Proficiency Standards
40(1)
Assessing Oral Language and Literacy Development: The Bridge From Social Language Proficiency to Academic Language Proficiency
41(22)
Language Proficiency Assessment: Oral Language
42(7)
Language Proficiency Assessment: Literacy
49(9)
Summary and Final Thoughts
58(1)
Appendix 3.1 Reflection: Connections Between Oral Language and Literacy
59(1)
Appendix 3.2 A Checklist for Analyzing Features of Large-Scale Language Proficiency Tests
60(3)
Assessing Academic Language Proficiency and Academic Achievement: The Bridge to Accountability
63(22)
Content-Based Instruction and Assessment
64(1)
Assessing Language and Content
65(15)
Summary and Final Thoughts
80(1)
Appendix 4.1 Features Associated With Assessment of Language and Content Across the Curriculum
81(1)
Appendix 4.2 A Sample Listening Assessment Activity for Young English Language Learners
82(1)
Appendix 4.3 Reflection: Multiple Meanings
83(2)
Classroom Assessment: The Bridge to Educational Parity
85(26)
The Distinctions Between Testing, Assessment, and Evaluation
85(1)
Implementing Classroom Assessment
86(11)
Summary and Final Thoughts
97(2)
Appendix 5.1 The Measurement of English Language Proficiency and Academic Achievement at the Classroom and Large-Scale Levels
99(1)
Appendix 5.2 Reflection: Questions, Activities, Tasks, or Projects
100(1)
Appendix 5.3 The Parameters of Classroom Assessment
101(1)
Appendix 5.4 A Review Sheet for Instructional Assessment Projects and Tasks for English Language Learners
102(1)
Appendix 5.5 A Template for a Classroom Instructional Assessment Project
103(2)
Appendix 5.6 A Completed Template for a Classroom Instructional Assessment Project
105(4)
Appendix 5.7 Summary of Grading and Reporting Task 1 of the Weather Around the World Project
109(2)
Documenting Performance Assessment: The Bridge From Teachers to Classrooms
111(22)
Rationale for Performance Assessment for English Language Learners
111(1)
The Nature of Performance Assessment
112(1)
The Importance of Performance Assessment for English Language Learners
113(1)
The Role of Rubrics in Performance Assessment
114(9)
Overall Features of Rubrics
123(1)
Summary and Final Thoughts
123(3)
Appendix 6.1 Reflection: Matching Instruction to Assessment
126(1)
Appendix 6.2 Reflection: Possible Types of Rubrics for Matching Instruction to Assessment
127(1)
Appendix 6.3 An Interdisciplinary Project for Middle School English Language Learners: ``Managing the Budget''
128(3)
Appendix 6.4 A Checklist of Rubric Features for English Language Learners
131(2)
Supports for Student, Classroom, and Large-Scale Assessment: The Bridge to Student Understanding
133(18)
Use of Visual or Graphic Support
134(4)
Cross-Cutting Instructional Assessment Techniques
138(2)
Continuity of Support From the Classroom to a Large-Scale Level
140(1)
Student Self-Assessment
141(6)
Large-Scale Student Self-Assessment
147(1)
Summary and Final Thoughts
147(1)
Appendix 7.1 Features of Graphic Organizers for English Language Learners
148(1)
Appendix 7.2 Reflection: Features of Classroom and Large-Scale Assessment
149(2)
Standardized Testing and Reporting: The Bridge to Fair and Valid Assessment
151(18)
Standardized Testing
152(3)
Standardized Testing and English Language Learners
155(9)
Summary and Final Thoughts
164(2)
Appendix 8.1 The Pluses and Minuses of Using Different Types of Scores From Norm-Referenced Standardized Achievement Tests
166(1)
Appendix 8.2 Comparison of Features of Standardized English Language Proficiency Tests Pre/Post the No Child Left Behind Act of 2001
167(2)
Grading Systems: The Bridge to the Future
169(16)
The Issue of Grading
169(6)
Using Student Portfolios for Assessment and Grading
175(7)
Summary and Final Thoughts
182(1)
Appendix 9.1 An Assessment Portfolio Checklist
183(2)
Glossary 185(6)
References 191(6)
Index 197


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