Assessing English Language Learners Theory and Practice
Auteur : Solano Flores Guillermo
Assessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing, using, selecting, and adapting assessment instruments and strategies to assess content knowledge in English language learners (ELLs). Sensitive to the professional development needs of both in-service and pre-service mainstream teachers with ELLs in their classrooms and those receiving formal training to teach culturally and linguistically diverse students, the text is designed to engage readers in
- viewing assessment as a critical part of teaching
- appreciating that assessments provide teachers with valuable information about their students? learning and thinking
- becoming aware of the relationship among language, culture, and testing
- understanding the reasoning that guides test construction
- recognizing the limitations of testing practices
- being confident that assessment is an activity classroom teachers (not only accountability specialists) can perform
Highlighting alternative, multidisciplinary approaches that address linguistic and cultural diversity in testing, this text, enhanced by multiple field-tested exercises and examples of different forms of assessment, is ideal for any course covering the theory and practice of ELL assessment.
BRIEF CONTENTS
INTRODUCTION
1
UNDERSTANDING ASSESSMENT
2
LANGUAGE, ASSESSMENT, AND ENGLISH LANGUAGE LEARNERS
3
ASSESSMENT, COGNITION, AND CULTURE
4
ASSESSING LANGUAGE PROFICIENCY
5
ASSESSING CONTENT KNOWLEDGE
6
FORMATIVE ASSESSMENT
7
ACCOMMODATIONS AND ACCESSIBILITY RESOURCES
8
CONTENT AND RESPONSE PROCESSES
9
ITEM AND TEST PSYCHOMETRIC PROPERTIES
Guillermo Solano-Flores is Professor of Education at the Graduate School of Education, Stanford University, USA.
Date de parution : 02-2016
15.2x22.9 cm
Date de parution : 02-2016
15.2x22.9 cm
Thèmes d’Assessing English Language Learners :
Mots-clés :
Ell Student; Peer Assessment; Guillermo Solano-Flores; Ell Teacher; linguistic and cultural diversity in testing; non-ELL Peers; assessing English language learners; non-ELL Students; assessing ELL content knowledge; Ell Population; assessment linked to instruction; Large Scale Assessment Programs; language testing theory; English Language Learners; ELL assessment instruments; Classroom Assessment Activities; ELL assessment strategies; Large Scale Assessment; ELL teachers; Assess Ell Student; relationship among language; culture; and testing; Informal Formative Assessment; Test Criterion Relationship; Constructed Response Tasks; Assessing English Proficiency; Make Assessment Work; Common Core State Standards; Formative Assessment Activities; Testing Accommodations; Native English Users; Performance Assessments; Test Review; Interpret Assessment Information; Item Response Theory; Professional Development