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Preface About the Authors
C h a p t e r 1
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?
C h a p t e r 2
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
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C h a p t e r 3
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
C h a p t e r 4
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
C h a p t e r 5
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
C h a p t e r 6
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
C h a p t e r 7
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
C h a p t e r 8
Postinstructional Assessment
Teacher-Driven Postinstructional Assessment
Linguistic Postinstructional Assessment
Academic Postinstructional Assessment
Cognitive Postinstructional Assessment
Sociocultural Postinstructional Assessment
But What about the Grade?
Conclusion
Appendix: Resource List
Glossary
References
Index
