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Academic Assessment. Diverse Learners. Considerations for Multicultural Students. Previous academic exposure Acculturation and language Previous life and academic experiences - PowerPoint PPT Presentation
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Academic AssessmentAcademic Assessment
Diverse LearnersDiverse Learners
Considerations for Multicultural Students
Considerations for Multicultural Students
Previous academic exposureAcculturation and languagePrevious life and academic experiences“Steps must be taken so that students
are not assigned to special education classes because of their lack of English language proficiency rather than because they have a disability” (U.S. Dept of Ed., 2000).
Previous academic exposureAcculturation and languagePrevious life and academic experiences“Steps must be taken so that students
are not assigned to special education classes because of their lack of English language proficiency rather than because they have a disability” (U.S. Dept of Ed., 2000).
Considerations for All Students
Considerations for All Students
Do sensory or communication impairments make test inaccessible or limit students from responding to questions?
Do test materials or methods of responding limit ability to respond?
Does the student know the examiner?Are instructions understood by student?Is the recording technique required of
the student on the test familiar?
Do sensory or communication impairments make test inaccessible or limit students from responding to questions?
Do test materials or methods of responding limit ability to respond?
Does the student know the examiner?Are instructions understood by student?Is the recording technique required of
the student on the test familiar?
Normative-based Achievement Assumptions
Normative-based Achievement AssumptionsStudent is like the normative sample.Student has had opportunity to learn
Content measuredLanguage used by the testSkills demanded of the test
Test is measuring ability and not experience
Student is like the normative sample.Student has had opportunity to learn
Content measuredLanguage used by the testSkills demanded of the test
Test is measuring ability and not experience
Standards for Testing Individuals of Diverse
Language Backgrounds
Standards for Testing Individuals of Diverse
Language BackgroundsTesting practice designed to reduce
threats to reliability and validity.Language proficiency should be
determined prior to test administration.Language proficiency should be
evaluated across different language tasks.
Any linguistic modifications recommended by test publishers should be in the test manual
Testing practice designed to reduce threats to reliability and validity.
Language proficiency should be determined prior to test administration.
Language proficiency should be evaluated across different language tasks.
Any linguistic modifications recommended by test publishers should be in the test manual
Standards for Testing Individuals of Diverse
Language Backgrounds
Standards for Testing Individuals of Diverse
Language Backgrounds When a test is recommended for this
population, then developers should provide the info needed for test use and interpretation.
When translating a test, describe methods used in establishing the adequacy of the translation and evidence for reliability and validity data for the translated test’s scores.
When an interpreter is used in testing, the interpreter should be fluent in both languages, should have expertise in translating,and should have a basic understanding of the assessment process.
When a test is recommended for this population, then developers should provide the info needed for test use and interpretation.
When translating a test, describe methods used in establishing the adequacy of the translation and evidence for reliability and validity data for the translated test’s scores.
When an interpreter is used in testing, the interpreter should be fluent in both languages, should have expertise in translating,and should have a basic understanding of the assessment process.
Group ProjectGroup Project
Look at the tests described on pages 207-210.
Describe the pros and cons of each test within the group.
Consider which normative based test to give to a child with a 5th grader with L5 profile who has received bilingual education.
Look at the tests described on pages 207-210.
Describe the pros and cons of each test within the group.
Consider which normative based test to give to a child with a 5th grader with L5 profile who has received bilingual education.
CBM: Spanish MaterialsCBM: Spanish Materials
Brigance Diagnostic Assessment of Basic Skills, SpanishK-6Readiness, Speech, Word Recognition, Oral
Reading, Reading, Comp., Word Analysis, Listening, Writing, Alphabetizing, Numbers and Computation, and Measurement
DIBELS has a Spanish version that is like the English version. This can be found on the DIBELS website.
Brigance Diagnostic Assessment of Basic Skills, SpanishK-6Readiness, Speech, Word Recognition, Oral
Reading, Reading, Comp., Word Analysis, Listening, Writing, Alphabetizing, Numbers and Computation, and Measurement
DIBELS has a Spanish version that is like the English version. This can be found on the DIBELS website.
CBM ConsiderationsCBM Considerations
Extent to which curriculum is culturally representative of the student.
Student’s previous participation in bilingual education/ ESL
Known or suspected sensory or communicative impairments
Information on formal former education.How often has the child moved and how
often does child attend school?
Extent to which curriculum is culturally representative of the student.
Student’s previous participation in bilingual education/ ESL
Known or suspected sensory or communicative impairments
Information on formal former education.How often has the child moved and how
often does child attend school?
CBM ConsiderationsCBM Considerations
Students level of acculturationEnglish language proficiencyWhat skills are needed to answer
the items that are not related to item performance.
Experiences outside of the school setting that support or detract from academic success.
Students level of acculturationEnglish language proficiencyWhat skills are needed to answer
the items that are not related to item performance.
Experiences outside of the school setting that support or detract from academic success.
Suggestions: Non-English and Non-Spanish Assessment
Suggestions: Non-English and Non-Spanish Assessment
Normative assessment in achievement is pretty much not possible.
Informal methods or CBM methods should be utilized in combination with parent/ teacher interviews, class observations, and child interviews.
Normative assessment in achievement is pretty much not possible.
Informal methods or CBM methods should be utilized in combination with parent/ teacher interviews, class observations, and child interviews.
Written Expression Options
Written Expression Options
Develop an age appropriate writing prompt (e.g., “I was walking down the street and suddenly I saw …”).
Have the child write a story based on this prompt.
Have a translator given a similar prompt in the native language.
Work with the translator to determine total number of words, grammar spelling, and understandability for BOTH language tasks.
Develop an age appropriate writing prompt (e.g., “I was walking down the street and suddenly I saw …”).
Have the child write a story based on this prompt.
Have a translator given a similar prompt in the native language.
Work with the translator to determine total number of words, grammar spelling, and understandability for BOTH language tasks.
Reading AssessmentsReading Assessments
Obtain basal readers for different levels in English and in the other language
Have the child read in each language.Score fluency by marking reading end
point after 1 min and 2 min.Ask the child to retell the story to
indicate passage comprehension.Basic reading can be evaluated by the
number of errors made while reading the passage.
Obtain basal readers for different levels in English and in the other language
Have the child read in each language.Score fluency by marking reading end
point after 1 min and 2 min.Ask the child to retell the story to
indicate passage comprehension.Basic reading can be evaluated by the
number of errors made while reading the passage.
Math AssessmentsMath Assessments
Basic math: direct translation of instructions and actual items from a normative test (do not use norms).
Applied math: direct translation of items from a normative test (do not use norms).
Do an error analysis of types of problems and see if these carry across languages.
Basic math: direct translation of instructions and actual items from a normative test (do not use norms).
Applied math: direct translation of items from a normative test (do not use norms).
Do an error analysis of types of problems and see if these carry across languages.
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