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eBay-Artikelnr.:296093183538
Artikelmerkmale
- Artikelzustand
- Book Title
- Assessment Accommodations for Classroom Teach- 9780132853354, pap
- Artist
- Herrera, Socorro G.; Murry, Kevin G.; Cabral, Robin M.
- ISBN
- 9780132853354
- Subject Area
- Social Science, Education
- Publication Name
- Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students
- Publisher
- Allyn & Bacon, Incorporated
- Item Length
- 9 in
- Subject
- Multicultural Education, Children's Studies, Professional Development, Bilingual Education, General, Evaluation & Assessment, Testing & Measurement
- Publication Year
- 2012
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.7 in
- Features
- Revised
- Item Weight
- 14.4 Oz
- Item Width
- 7.3 in
- Number of Pages
- 336 Pages
Über dieses Produkt
Product Identifiers
Publisher
Allyn & Bacon, Incorporated
ISBN-10
0132853353
ISBN-13
9780132853354
eBay Product ID (ePID)
111955995
Product Key Features
Number of Pages
336 Pages
Language
English
Publication Name
Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students
Subject
Multicultural Education, Children's Studies, Professional Development, Bilingual Education, General, Evaluation & Assessment, Testing & Measurement
Publication Year
2012
Features
Revised
Type
Textbook
Subject Area
Social Science, Education
Format
Trade Paperback
Dimensions
Item Height
0.7 in
Item Weight
14.4 Oz
Item Length
9 in
Item Width
7.3 in
Additional Product Features
Edition Number
2
Intended Audience
College Audience
LCCN
2018-055570
Dewey Edition
23
Illustrated
Yes
Dewey Decimal
371.26
Table Of Content
Preface About the Authors Chapter 1 Classroom Assessment amidst Cultural and Linguistic Diversity What''s Different about Today''s Classroom? Immigration Fallacies and Facts The Next Generation Of Students: America''s Potential What''s Changed about the Readiness of Classroom Teachers for Student Diversity? What''s Evolved about Appropriate Assessment Practices for CLD Students? Chapter 2 Authentic Assessment Rationale for the Use of Authentic Assessments Reliability and Validity of Authentic Assessments Types of Authentic Assessment Performance-Based Assessments Portfolios Self-Assessment and Peer Assessment Interview-Based Assessment Play-Based Assessment Cooperative Group Assessment Dialogue Journals and Scaffolded Essays Scoring and Related Issues of Authentic Assessment Rubrics Checklists and Questionnaires Additional Considerations Chapter 3 Response to Intervention, Preinstructional Assessment, and the CLD Student What Is Response To Intervention? What Does RTI Look Like? Tiers of RTI Instruction Preinstructional Assessment Formal and Informal Preassessment History/Herstory: What the CLD Student Brings to the Classroom Biopsychosocial History of the CLD Student Education History of the CLD Student Language History of the CLD Student Preassessment Resources: Home Visits and School Conferences Chapter 4 Assessment of Acculturation Acculturation and Enculturation Processes When What Used to Work No Longer Works Acculturation Dynamics Relationship between Cultural Identity and Acculturation The Role of Acculturation and Emotions in Learning Assessing Level of Acculturation Informal Assessment of Acculturation Formal Assessment of Acculturation Impact of Acculturation on Appropriate Methods of Assessment Using Acculturation Information to Inform Instruction Cultural Differences as Learning Assets Programming-Related Issues: Assessment of Acculturation Identification Placement Monitoring Exit Chapter 5 Assessment of Language Proficiency Rationale for Language Proficiency Assessment Rationale for Assessing Primary Language Proficiency Rationale for Assessing English as a Second Language Key Elements of Language Acquisition and Proficiency Syntax Morphology Phonology Semantics Pragmatics Informal Assessment of Language Proficiency Key Issues in Informal Assessment Home Language Surveys Parent Interviews Informal Assessment of Academic Language Proficiency Formal Assessment of Language Proficiency Standardized Formal Assessments of Language Proficiency Further Considerations Programming-Related Issues: Language Proficiency Assessment Identification Placement Monitoring Exit Chapter 6 Assessment of Content-Area Learning Formative Content-Area Assessment Informal Formative Assessment Formal Formative Assessment Summative Content-Area Assessment Informal Summative Assessment: Portfolios as Authentic Assessments Formal Summative Assessment: High-Stakes Tests The Role of Language in Content-Area Assessment Bias in Classroom-Based Content-Area Assessments Programming-Related Issues: Content-Area Assessment Identification Placement Monitoring Exit Chapter 7 Special Education Issues in the Assessment of CLD Students What Is Special Education? Is Disproportionality Really an Issue? Why Should We Be Concerned? Implications for Classroom Teachers The Importance of Information: Review and Request Preassessment for Special Education Attention to the Assessment Process Reevaluation Considerations Chapter 8 Postinstructional Assessment Teacher-Driven Postinstructional Assessment Linguistic Postinstructional Assessment Academic Postinstructional Assessment Cognitive Postinstructional Assessment Sociocultural Postinstructional Assessment But What about the Grade? Conclusion Appendix: Appendix A: TESOL Standards of Best Practice Appendix B: Teacher Resources Glossary References Index
Edition Description
Revised edition
Synopsis
A much-needed resource for helping teachers assess the increasing number of diverse students and English learners in today's K-12 classrooms, Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions. Written from the perspective of a differential lens on assessment practices for CLD students, the book focuses on the student as the driving force behind its narrative and organization and examines the Who, Where, What, When, and How of using appropriate assessment practices with CLD students.
LC Classification Number
LB3051
Artikelbeschreibung des Verkäufers
Angemeldet als gewerblicher Verkäufer
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