1 / 14

Academic Assessment

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

sinjin
Download Presentation

Academic Assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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.

More Related