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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

Academic Assessment

Diverse Learners

considerations for multicultural students
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).
considerations for all students
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?
normative based achievement assumptions
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
standards for testing individuals of diverse language backgrounds
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
standards for testing individuals of diverse language backgrounds1
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.
group project
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.
cbm spanish materials
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.
cbm considerations
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?
cbm considerations1
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.
suggestions non english and non spanish assessment
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.
written expression options
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.
reading assessments
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.
math assessments
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.