Classroom assessment and English Language Learners: Teachers' accommodations implementation on routine math and science tests

Clark‐Gareca, Beth

doi:10.1016/j.tate.2015.11.003

Cited by 18 publications

(5 citation statements)

References 34 publications

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“…Assessment can be an incredibly complex act that is performed in overly simplistic ways (e.g., assessing students only in English on tests created, normed, and standardized for monolingual/highly proficient speakers of English). The research we analyzed emphasized this issue attending to the necessary accommodations for students (Clark-Gareca, 2016) and the opportunity for teachers, when given time and support, to learn from student assessments in order to better understand their students’ strengths and struggles, which also resulted in changes in teaching practice (Buxton, Allexsaht-Snider, et al, 2013). Alt, Arizmendi, Beal, and Hurtado (2013) investigated the complexity of multilingual assessments by studying a Spanish-enhanced standardized mathematical test and found that the Spanish enhancement was beneficial for Spanish-speaking students learning English, although the amount of benefit students received was predicted by the level of the child’s language dominance in Spanish.…”

Section: A Complex Portrait: Quality Content Teaching For Multilinguamentioning

confidence: 99%

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Viesca

Strom

Hammer

et al. 2019

Review of Research in Education

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Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for multilingual learners that are complex and intricately connected: context, orientations, and pedagogy. This chapter explores the results of our literature analysis and argues for improving content teaching for multilingual students through improved theoretically grounded research that embraces, explores, and accounts for the expansive complexities inherent in teacher learning and practice.

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Section: A Complex Portrait: Quality Content Teaching For Multilinguamentioning

confidence: 99%

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Viesca

Strom

Hammer

et al. 2019

Review of Research in Education

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“…Mostly, teachers were found not to be good judges of the quality of their own assessment activities as well as their students' abilities (Bastian et al, 2016;Clark-Gareca, 2016). McMillan (2001) stated that different teachers interpreted similar learners' work differently.…”

Section: Review Of Literaturementioning

confidence: 99%

Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development

Mellati¹,

Khademi²

2018

AJTE

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Teacher-mediated classroom assessment might have significant impacts on learners' academic achievements and teachers' development. The current study investigated teachers' assessment literacy and its impact on their current assessment practices and learners' writing outcomes. The study sought to gain an understanding of the extent to which teachers' assessment literacy affects their practices and their learners' outcomes. To conduct the study and gather the required data, the researchers employed teachers' assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in Iran. The results of the study indicated that teachers' assessment literacy has a statistically significant impact on learners' writing achievements and teachers' assessment awareness leads teaching environments into effective and motivated assessment design. These findings suggest language educators considering teachers' assessment awareness in their teacher education programs.

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“…Many schools continue to use assessment devices and/or practices with ELs that were designed with and normed to English-speaking students, thereby creating bias (Basterra et al, 2011). The lack of emphasis on native language use was also highlighted by Clark-Gareca (2016) who found that accommodations for classroom-based assessments were influenced primarily by English proficiency level, with few accommodations associated with first language.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Culturally and Linguistically Responsive Special Education Eligibility Assessment in Rural County Elementary Schools: Pilot Project

Hoover

Erickson

Herron

et al. 2018

Rural Special Education Quarterly

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Consideration of cultural and linguistic features is mandated by law and one of the most important contributors to the appropriate placement of diverse learners for special education services. This article describes the results of a pilot project designed to assist rural educators to deliver an equitable and unbiased assessment process for English learners (ELs) in Grades K–5. Project setting was a remote rural county district in a mountain Western state with a significant percentage of ELs in special education. Project findings illuminate the importance of incorporating cultural and linguistic features into the special education assessment process for ELs. Results also include a process for examining an assessment body of evidence from competing perspectives to increase objectivity. Recommendations for rural educator preparation and district assessment processes are provided.

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Classroom assessment and English Language Learners: Teachers' accommodations implementation on routine math and science tests

Cited by 18 publications

References 34 publications

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Exploring Teachers’ Assessment Literacy: Impact on Learners’ Writing Achievements and Implications for Teacher Development

Implementing Culturally and Linguistically Responsive Special Education Eligibility Assessment in Rural County Elementary Schools: Pilot Project

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