Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals

2021 ◽  
pp. 1086296X2110522
Author(s):  
Laura Ascenzi-Moreno ◽  
Kate Seltzer
Keyword(s):  
Professional Learning ◽  
Dual Language ◽  
Reading Assessment ◽  
Assessment Process ◽  
Bilingual Teachers ◽  
Assessment Practices ◽  
Reading Assessments ◽  
Emergent Bilinguals ◽  
Recent Scholarship ◽  
Reading Abilities

Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.

Below the Bar: Profiles of Students who Fail State Reading Assessments

2002 ◽  
Vol 24 (3) ◽  
pp. 219-239 ◽  
Author(s):  
Marsha Riddle Buly ◽  
Sheila W. Valencia
Keyword(s):  
School Districts ◽  
Student Performance ◽  
Teaching And Learning ◽  
Reading Assessment ◽  
Reading Assessments ◽  
Instructional Approaches ◽  
State Tests ◽  
Reading Abilities ◽  
Improve Student Performance ◽  
State And Local

State and school districts are looking for policies they believe will improve student performance. As a result, assessments have proliferated, stakes have increased, and specific curriculum and instructional approaches are being mandated. In this study, we probed beneath students' failing scores on a state reading assessment to investigate the needs of struggling students and implications for policy. We found that scores on state tests mask distinctive and multifaceted patterns of students' reading abilities that require dramatically different instructional emphases. We explore the implications of this complexity for state and local reform efforts that target improved teaching and learning.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

New Assessment Practices in Mathematics

1996 ◽  
Vol 178 (1) ◽  
pp. 61-71 ◽  
Author(s):  
Linda Schulman
Keyword(s):  
Learning Outcomes ◽  
Performance Standards ◽  
Assessment System ◽  
Assessment Process ◽  
Assessment Practices ◽  
National Council ◽  
Assessment Data ◽  
Mathematical Ideas ◽  
Mathematics Classrooms ◽  
Assessment Tasks

Assessment practices need to change in mathematics classrooms that adopt the curriculum standards recommended by the National Council of Teachers of Mathematics (NCTM). An assessment system that focuses on broad learning outcomes, uses tasks that are aligned with instructional practices, involves students actively in the process, and informs teachers' instructional and curricular decisions is recommended. Such an assessment process requires teachers to identify important mathematical ideas, along with performance standards that describe what students must do to demonstrate that those ideas have been learned. Open-ended questions, observations, interviews, pre- and post-assessments, self- and peer-assessments are strategies that can be used to gather evidence of students learning. Documentation strategies are needed to help teachers organize and manage assessment data. NCTM has provided six standards for assessment that teachers can use as guidelines to help them evaluate the appropriateness of assessment tasks.

Spelling It Out, One por Uno: Patterns of Emergent Bilinguals in a Dual Language Classroom

TESOL Journal ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 330-347 ◽  
Author(s):  
Sylvia Linan-Thompson ◽  
Enrique David Degollado ◽  
Mitchell Dean Ingram
Keyword(s):  
Dual Language ◽  
Emergent Bilinguals ◽  
Language Classroom

scholarly journals Studi Fenomenologi: Penilaian Membaca dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas Pekanbaru

GERAM ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 117-128
Author(s):  
Desi Sukenti ◽  
Jamilin Tinambunan ◽  
Muhammad Mukhlis ◽  
Erlina
Keyword(s):  
Reading Assessment ◽  
Phenomenological Approach ◽  
Language Teachers ◽  
Sentence Structure ◽  
Reading Assessments ◽  
Depth Interview ◽  
Teachers Experiences ◽  
Assessment Activity ◽  
Figure Of Speech ◽  
Sentence Patterns

Reading assessment is a form of assessment activity carried out by educators in assessing students' reading. This study uses a phenomenological approach to explore teachers' experiences as participants in learning to read stories, read poetry and read descriptive texts in developing reading assessments. This study involved 15 Indonesian language teachers and conducted in-depth interviews about reading assessments in schools. The theories used in this research are Setiadi (2016), Abdul (2003), Tarigan (1994), Yunus (2012), Tampubolon (2015), Razak (2001), Nurhayati (2009), Djiwandono (2011), and the theory of Burhan Nurgiyantoro (2014). In-depth interview analysis in this study shows that the assessment of reading saga pays attention to the assessment of speech sounds, words, sentences, letters, language, readings, pays attention to reading pauses, sentence breaks, paragraph breaks, sentence content, letter content, punctuation marks, appreciates the content. In contrast, the construction of poetry reading assessment includes the assessment of diction sounds, sounds, letters, sentences, rhymes, rhythms, stanzas, the figure of speech, confidence, language style, appreciation. Descriptive text-based assessment is to assess the accuracy of diction (use of vocabulary, conjunctions between sentences, clarity of language sounds); the assessment of the accuracy of the sentence structure of the reading pays attention to 3 assessments, namely the arrangement of sentence patterns, stringing sentences and the form of sentences used; and assessing the spelling and writing used including the assessment of punctuation, use of capital letters. Educators can use this research recommendation on the construction of reading assessment in high school in the concept of reading assessment in schools.

An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment

2011 ◽  
Vol 113 (11) ◽  
pp. 2309-2344
Author(s):  
Henry Braun ◽  
Irwin Kirsch ◽  
Kentaro Yamamoto
Keyword(s):  
Reading Assessment ◽  
Random Allocation ◽  
Monetary Incentives ◽  
Convenience Sample ◽  
Reading Abilities ◽  
12Th Grade ◽  
Academic Competencies ◽  
Nationally Representative ◽  
The Difference ◽  
And Performance

Background/context The National Assessment of Educational Progress (NAEP) is the only comparative assessment of academic competencies regularly administered to nationally representative samples of students enrolled in Grades 4, 8, and 12. Because NAEP is a low-stakes assessment, there are long-standing questions about the level of engagement and effort of the 12th graders who participate in the assessment and, consequently, about the validity of the reported results. Purpose/Focus This study investigated the effects of monetary incentives on the performance of 12th graders on a reading assessment closely modeled on the NAEP reading test in order to evaluate the likelihood that scores obtained at regular administrations underestimate student capabilities. Population The study assessed more than 2,600 students in a convenience sample of 59 schools in seven states. The schools are heterogeneous with respect to demographics and type of location. Intervention There were three conditions: a control and two incentive interventions. For the fixed incentive, students were offered $20 at the start of the session. For the contingent incentive, students were offered $5 in advance and $15 for correct responses to each of two randomly chosen questions, for a maximum payout of $35. All students were administered one of eight booklets comprising two reading blocks (a passage with associated questions) and a background questionnaire. All reading blocks were operational blocks released by NAEP. Research Design This was a randomized controlled field trial. Students agreed to participate without knowing that monetary incentives would be offered. Random allocation to condition was conducted independently in each school. Data Collection/Analysis Regular NAEP contractors administered the assessments and carried out preliminary data processing. Scaling of results and linking to the NAEP reporting scale were conducted using standard NAEP procedures. Findings Monetary incentives have a statistically significant and substantively important impact on both student engagement/effort and performance overall, and for most subgroups defined by gender, race, and background characteristics. For both males and females, the effect of the contingent incentive was more than 5 NAEP score points, corresponding to one quarter of the difference in the average scores between Grades 8 and 12. In general, the effect of the contingent incentive was larger than that of the fixed incentive, particularly for lower scoring subgroups. Conclusions/Recommendations There is now credible evidence that NAEP may both underestimate the reading abilities of students enrolled in 12th grade and yield biased estimates of certain achievement gaps. Responsible officials should take this into account as they plan changes to the NAEP reading framework and expand the scope of the 12th-grade assessment survey.

The Effects of Transitional Bilingual Education vs. Dual Language Immersion on English Language Learners' Reading Assessment Scores

2018 ◽  
pp. 132-145
Author(s):  
Vanessa Colón ◽  
Susan Szabo ◽  
Jacqueline Riley
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Reading Assessment ◽  
Language Immersion ◽  
Transitional Bilingual ◽  
Dual Language Immersion ◽  
Transitional Bilingual Education

This action research study was completed in a North Texas school district where English language learners comprised 52% of the K-12 student population during the 2015-2016 academic school year. Data from a campus which used a two-way dual language immersion (DLI) program and another campus which used a transitional bilingual education (TBE) program were evaluated. The study analyzed the district's third to fifth grade reading assessment results of 128 students from the DLI campus and 223 from the TBE campus. Researchers compared the scores of students in each program to determine if one bilingual model produced higher scores than another. The results showed that there were greater gains for ELLs in the TBE program at all grade levels (third to fifth). Although the TBE program resulted in higher student scores, limitations make it unclear to what degree the program impacted students' achievement.

Exploring Semiotic Approaches to Analysing Multidimensional Concept Maps Using Methods that Value Collaboration

2010 ◽  
pp. 256-282 ◽  
Author(s):  
Christina J. Preston
Keyword(s):  
Professional Learning ◽  
Concept Maps ◽  
Concept Map ◽  
Assessment Process ◽  
Multimodal Literacy ◽  
Equal Importance ◽  
E Learning ◽  
Collaborative Engagement ◽  
One Year ◽  
Multidimensional Concept

This chapter focuses on teachers’ multidimensional concept mapping data collected at the beginning and end of a one-year Masters level course about e-learning. A multidimensional concept map (MDCM) defines any concept map that is multimodal, multimedia, multilayered and/or multi-authored. The teachers’ personal and professional learning priorities are analysed using two semiotic methods: the first is a traditional analysis of the words used to label the nodes; the second is an innovative analysis method that treats the whole map as a semiotic artefact, in which all the elements, including the words, have equal importance. The findings suggest that these tools offer deep insights into the learning priorities of individuals and groups, especially the affective and motivational factors. The teachers, as co-researchers, also adopted MDCM to underpin collaborative thinking. These research tools can be used in the assessment process to value multimodal literacy and collaborative engagement in new knowledge construction.

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