STEM Teaching Tool 33: How to design assessments for emerging bilingual students (original) (raw)
Related papers
1991
This handbook describes the Assessment and Intervention Model for the Bilingual Fxceptional Student (AIM for the BESt), an instructional/intervention approach to the education of language minority students. The model aims to improve academic performance through use of shared literature and Graves writing workshops, reduce inappropriate referrals to special education, and reduce bias in assessment, through use of effective instructional practices, school-based problem-solving teams, and informal assessment. The model was implemented in a southwestern bnited States school district. This handbook provides many details about effective stratgies and required resources for replicating the model, and offers clear examples of the instructional strategies usPd on a day-today basis to make classroom teaching effective. Appendices list the steps of the model, shared literature purposes and procedures, typical book titles used in shared literature units in grades K-5, guidelines for implementing Graves writing workshops, and procedures for using student/teacher assistance teams for school-based problem solving. An instructional unit titled "On My Own," which involves reading "Julie of the Wolves" and "My Sjde of the Mountain," is presented with daily learning activities. (66 references) (JDD)
Designing Bilingual Test Items: Teacher’s Strategies
2020
The study is aimed at exploring teacher's strategies in designing bilingual test items in science and mathematics. Through employing a qualitative approach and using an interview to collect the data, the study involves an elementary teacher in a private school that implements a bilingual program in the classroom. The study reveals several findings: 1) the teacher uses a simplified language for the items; 2) given students' barrier in terms of understanding specific terms, the teacher aids the students by using L1 to ensure students' understanding; 3) because of students' limited English proficiency, the teacher cautiously chooses the familiar words in the items to be translated into English; 4) the teacher seeks help to ensure the test items are understandable.
Journal of African Films and Diaspora Studies, 2021
Given the power that assessments have in today's education systems, the research provided a series of three assessments to explore the role language plays in the learning of bilingual students. As research on science and technology learning has increasingly highlighted the sociocultural nature of how learning occurs, a new wave of frameworks and standards to guide education have emerged worldwide. With the increasing international migration of people comes the need for schools to serve the increasingly linguistically diverse students found in their schools. The study assumed an action research case study approach to generate responses from a purposively sampled cohort of 20 fifth-grade science and technology students in a rural primary school in Gutu, Zimbabwe. Quantitative data collected from three tests written indicate the pivotal role language plays and advocates for bilingual assessment in science and technology classes to cater for student bilingualism.
1982
The teacher training materials contained in this manual form part of a series of packets intended for use in bilingual (Spanish-English) instruction by institutions of higher education, education service centers, and local school district inservice programs and address the content, methods, and materials for teaching effectively in the subject matter areas of mathematics, science, and social studies. Technical vocabulary is included and less commonly-taught information topics in science and social studies are presented. The manual's first section covers content development for bilingual social studies and features readings about the Spanish-speaking cultures, the Spanish language, and cultural and education needs of Americans of Spanish-speaking origin. Exercises for assessing intercultural knowledge, vocabulary, and bilingual and multicultural aspects are included. The aecond section features readings and exercises addressing teaching methods and strategies for the bilingual classroom. The third and last features readings, resources, and exercises regarding the development of English as a second language skills through social studies instruction. (CB)
Alternative Instructional Models of Effective Bilingual Education
This paper presents an overview of classroom life and instruction in selected classrooms within two settings where English learners (ELs) prosper. These settings are noteworthy because student outcomes differ from the outcomes that are normally observed for ELs. National testing in 2005 indicated that nearly one-half (46%) of 4 th grade students in the EL category scored below a basic level in mathematics-the lowest possible level, with nearly three-quarters (73%) scoring below basic in reading. Middle school achievement in mathematics and reading were also very low, with more than two-thirds (71%) of 8 th grade ELs scoring below basic in both math and an equal percent of these students scoring below basic in reading . At Metropolitan Elementary and Secondary Academic District (MESA) 1 , the school district in which this study took place, only 13.8% of elementary English learners scored proficient or advanced on the 2008
1994
Based on research on the features that are found in effective school-wide bilingual education programs, assessment strategies for such programs are offered. The features are in three groups: indicators relating to school context (ethos, management, and resources that affect the attitudes of school staff, students, and parents in language minority communities), school implementation indicators (curriculum and instruction, staff development, administrator responsibilities, and parent role), and student outcome indicators (skills and strategies required of limited-English-proficient students to succeed in whole-school bilingual education programs and attain the performance standards outlined in "Goals 2000"). Each indicator is described as it relates to diverse language populations, and ways to measure the feature for purposes of program improvement are discussed. Sample assessment forms, in the form of checklists and rating scales, are included for each feature or feature group. In addition, the characteristics of a comprehensive assessment plan are outlined, and major administrative issues in program evaluation (time, funding, support, sources of expertise, consistency across the institution, choice of evaluators, and comprehensiveness of assessment) are discussed briefly. Contains 38 references. (MSE)
Bilingual program, policy, and assessment issues
1980
, and implicatiOns contained in this publication and work warcl the implementation of the_, recommendations listed. By so (Joint we reaffirm and 'demonstrate our commitment to fulfill the public Anise a providing the best educatio ,DAVIS W..CAMPBELL