9780205492718

Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students

by ; ;
  • ISBN13:

    9780205492718

  • ISBN10:

    0205492711

  • Edition: 1st
  • Format: Paperback
  • Copyright: 2006-08-30
  • Publisher: Pearson
  • View Upgraded Edition

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $35!
    Your order must be $35 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
List Price: $79.01 Save up to $22.76
  • Buy Used
    $56.25
    Add to Cart Free Shipping

    USUALLY SHIPS IN 2-4 BUSINESS DAYS

Supplemental Materials

What is included with this book?

Summary

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 Oacute;2005 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.

Author Biography

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.

Table of Contents

Prefacep. xiii
About the Authorsp. xxi
Classroom Assessment amidst Cultural and Linguistic Diversityp. 1
What's Different about Today's Classroom?p. 4
Immigration Fallacies and Factsp. 4
Immigration Trends and Dynamics in the United Statesp. 7
What's Changed about the Readiness of Classroom Teachers for Student Diversity?p. 12
What's Evolved about Appropriate Assessment Practices for CLD Students?p. 13
Authentic Assessmentp. 20
Rationale for the Use of Authentic Assessmentsp. 22
Reliability and Validity of Authentic Assessmentsp. 25
Types of Authentic Assessmentp. 26
Performance-Based Assessmentsp. 26
Portfoliosp. 29
Self-Assessment and Peer Assessmentp. 32
Interview-Based Assessmentp. 34
Play-Based Assessmentp. 37
Cooperative Group Assessmentp. 38
Dialogue Journals and Scaffolded Essaysp. 39
Scoring and Related Issues of Authentic Assessmentp. 42
Rubricsp. 42
Checklists and Questionnairesp. 45
Additional Considerationsp. 46
Preinstructional Assessment and the CLD Studentp. 50
Formal and Informal Preassessmentp. 53
History/Herstory: What the CLD Student Brings to the Classroomp. 54
Biopsychosocial History of the CLD Studentp. 55
Education History of the CLD Studentp. 60
Language History of the CLD Studentp. 67
Preassessment Resources: Home Visits and School Conferencesp. 70
Assessment of Acculturationp. 78
Acculturation and Enculturation Processesp. 81
When What Used to Work No Longer Worksp. 82
Acculturation Dynamicsp. 85
Relationship between Cultural Identity and Acculturationp. 88
The Role of Acculturation and Emotions in Learningp. 92
Assessing Level of Acculturationp. 92
Informal Assessment of Acculturationp. 95
Formal Assessment of Acculturationp. 103
Impact of Acculturation on Appropriate Methods of Assessmentp. 105
Using Acculturation Information to Inform Instructionp. 108
Cultural Differences as Learning Assetsp. 109
Programming-Related Issues: Assessment of Acculturationp. 115
Identificationp. 115
Placementp. 115
Monitoringp. 115
Exitp. 116
Assessment of Language Proficiencyp. 118
Rationale for Language Proficiency Assessmentp. 121
Rationale for Assessing Primary Language Proficiencyp. 121
Rationale for Assessing English as a Second Languagep. 122
Key Elements of Language Acquisition and Proficiencyp. 123
Syntaxp. 124
Morphologyp. 124
Phonologyp. 125
Semanticsp. 128
Pragmaticsp. 129
Informal Assessment of Language Proficiencyp. 131
Key Issues in Informal Assessmentp. 131
Home Language Surveysp. 133
Parent Interviewsp. 138
Informal Assessment of Academic Language Proficiencyp. 141
Formal Assessment of Language Proficiencyp. 159
Standardized Formal Assessments of Language Proficiencyp. 160
Further Considerationsp. 165
Programming-Related Issues: Language Proficiency Assessmentp. 166
Identificationp. 166
Placementp. 166
Monitoringp. 166
Exitp. 166
Assessment of Content-Area Learningp. 170
Formative Content-Area Assessmentp. 174
Informal Formative Assessmentp. 175
Formal Formative Assessmentp. 199
Summative Content-Area Assessmentp. 202
Informal Summative Assessment: Portfolios as Authentic Assessmentsp. 202
Formal Summative Assessment: High-Stakes Testsp. 204
The Role of Language in Content-Area Assessmentp. 205
Bias in Classroom-Based Content-Area Assessmentsp. 208
Programming-Related Issues: Content-Area Assessmentp. 211
Identificationp. 212
Placementp. 212
Monitoringp. 212
Exitp. 212
Special Education Issues in the Assessment of CLD Studentsp. 214
What Is Special Education?p. 218
Is Disproportionality Really an Issue?p. 220
Why Should We Be Concerned?p. 222
Implications for Classroom Teachersp. 224
The Importance of Information: Review and Requestp. 227
Preassessment for Special Educationp. 228
Attention to the Assessment Processp. 229
Reevaluation Considerationsp. 237
Postinstructional Assessmentp. 240
Teacher-Driven Postinstructional Assessmentp. 242
Linguistic Postinstructional Assessmentp. 243
Academic Postinstructional Assessmentp. 248
Cognitive Postinstructional Assessmentp. 254
Sociocultural Postinstructional Assessmentp. 256
But What about the Grade?p. 260
Conclusionp. 262
Resource Listp. 265
Glossaryp. 287
Referencesp. 289
Indexp. 301
Table of Contents provided by Ingram. All Rights Reserved.

Rewards Program

Write a Review