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Academic Assessment

Academic Assessment. Diverse Learners. Considerations for Multicultural Students. Previous academic exposure Acculturation and language Previous life and academic experiences

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Academic Assessment

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  1. Academic Assessment Diverse Learners

  2. Considerations for Multicultural Students • Previous academic exposure • Acculturation and language • Previous 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).

  3. 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?

  4. Normative-based Achievement Assumptions • Student is like the normative sample. • Student has had opportunity to learn • Content measured • Language used by the test • Skills demanded of the test • Test is measuring ability and not experience

  5. Standards for Testing Individuals of Diverse Language Backgrounds • 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

  6. 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.

  7. Group 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.

  8. CBM: Spanish Materials • Brigance Diagnostic Assessment of Basic Skills, Spanish • K-6 • Readiness, 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.

  9. CBM 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?

  10. CBM Considerations • Students level of acculturation • English language proficiency • What 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.

  11. 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.

  12. 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.

  13. Reading 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.

  14. Math 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.

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