Download Free Assessment And Accountability In Language Education Programs Book in PDF and EPUB Free Download. You can read online Assessment And Accountability In Language Education Programs and write the review.

Administrators and teachers need defensible evidence of English language learners' growth and achievement to drive their decision making! This groundbreaking book provides a field-tested approach to accountability for ELLs. Gottlieb and Nguyen propose the BASIC (Balanced Assessment and Accountability System, Inclusive and Comprehensive) model. This model is research based and grounded in practice. It relies on multiple forms of assessment data from multiple stakeholders that yield a body of evidence on language learners' learning and academic achievement. This user-friendly guide exemplifies how to plan, collect, analyze, and use evidence of studentsâ (TM) language development and academic achievement to Respond to external accountability requirements Guide classroom instruction Improve programs for language learners Inform school and district level policymaking Strengthen advocacy efforts on behalf of language learners Gottlieb and Nguyen document how teachers and administrators in a linguistically and culturally diverse school district collaborate in the design of an assessment system for their language education programs, and they show us how educators use evidence of student performance to inform their decisions. Central to their work is the pivotal portfolio, something new in the assessment literature. The pivotal portfolio is different from the traditional portfolio in that it follows the student for the length of the student's participation in the language education program and it contains evidence gathered by collaborating teachers of essential student learning and achievement. The text is brought to life through the voices of teachers, samples from student portfolios, and longitudinal data on program effectiveness. The book includes worksheets that guide administrators and teachers' efforts to develop and implement a research-based assessment and accountability system that is appropriate for language education programs (dual language, transitional bilingual, and English as a second language) in their districts and schools. This guide is ideal for study and implementation by professional learning communities (PLCs) and teacher/administrator leadership teams!
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
It is well known that the number of non-English speakers is on the rise in the United States. What is less well known is that the largest proportion of this population is children under the age of 5. These young English language learners (ELLs) often demonstrate achievement gaps in basic math and reading skills when they start school. How best to educate this important and growing preschool population is a pressing concern for policymakers and practitioners. The chapters in this important book provide up-to-date syntheses of the research base for young ELLs on critical topics such as demographics, development of bilingualism, cognitive and neurological benefits of bilingualism, and family relationships, as well as classroom, assessment, and teacher-preparation practices. Contributors: Linda M. Espinosa, Margaret Freedson, Claudia Galindo, Fred Genesee, Donald J. Hernandez, José E. Náñez Sr., and Flora V. Rodríguez-Brown “This is a must-have for those who are working directly or indirectly with young English language learners.” —Olivia Saracho, University of Maryland, College Park, Maryland
Winner of the 2017 AESA Critic's Choice Book Award This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
The specific—and varied—ways in which assessment and evaluation can impact learning and teaching have become an important language education research concern, particularly as educators are increasingly called on to implement these processes for improvement, accountability, or curricular development purposes. Useful Assessment and Evaluation in Language Education showcases contemporary research that explores innovative uses of assessment and evaluation in a variety of educational contexts. Divided into three parts, this volume first examines theoretical considerations and practical implementations of assessment conducted for the purpose of enhancing and developing language learning. Part 2 addresses novel assessment development and implementation projects, such as the formative use of task-based assessments, technology-mediated language performance assessment, validation of educational placement tests for immigrant learners, and the use of assessment to help identify neurolinguistic correlates of proficiency. The final section of the book highlights examples of argument-based approaches to assessment and evaluation validation, extending this critical framework to quality assurance efforts in new domains. Adding to research on traditional and conventional uses of testing and evaluation in language education, this volume captures innovative trends in assessment and evaluation practice that explicitly aim to better inform and enhance language teaching and learning.
Educational Tests and Measurements in the Age of Accountability is a core text for use in a first level graduate course in educational measurement and testing. In addition to covering the topics traditionally found in core textbooks for this course, this text also provides coverage of contemporary topics (including national testing programs, international achievement comparisons, the value added assessment of schools and teachers, and the public policy debate on selective admissions vs. affirmative minority enrollment).
Build the bridges for English language learners to reach success! This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment of ELLs. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment “as,” “for,” and “of” learning Reflection questions to stimulate discussion around how students, teachers, and administrators can all have a voice in decision making
This timely book explores what is often overlooked in policy debates about the education of English language learners: how the day-to-day dynamics of the classroom are affected by high-stakes testing and the pressures students and teachers experience and internalize as a result. The author presents and analyzes classroom observations, student work, and test scores, as well as interviews with students and teachers. A disturbing picture of today’s overtested public school classroom emerges from the events and practices described in this book. While hard to believe, all the depictions presented took place in a real elementary school classroom and reflect the current culture of extreme accountability. Overtestednot only describes the flaws in our current accountability system, but it also provides real-world solutions that can have an immediate and positive effect at the classroom, state, and national level. Chapters address key debates such as how to measure proficiency, the validity of various language assessment tools, the overuse of assessment, and the risks and benefits of teaching language arts to English language learners via mandated, structured curricula. Jessica Zacher Pandyais an Associate Professor in the Departments of Teacher Education and Liberal Studies at California State University, Long Beach. “This book tells an important tale that cannot be conveyed by numbers and tables.... It is important information for teachers; for those who depend on, employ, and train teachers; and for those who create the policies under which teachers are required to operate.” —From the Foreword byRobert Rueda, University of Southern California, author ofThe 3 Dimensions of Improving Student Performance: Finding the Right Solutions to the Right Problems “How many more dire tales of ‘schooling for assessment’ must be told before we realize that teaching and testing are not the same and that scores on standardized, multiple choice achievement tests are a sorry substitute for an engaging learning environment? In this book, Jessica Zacher Pandya reaches across ideological and institutional borders to offer reasonable, pragmatic solutions for change.” —Linda Valli, Jeffrey & David Mullan Professor of Teacher Education & Professional Development, College of Education, University of Maryland “Zacher Pandya’s invaluable book exposes the injustices and absurdities of our high-stakes accountability era. Just as importantly, it limns a more academically robust and culturally relevant instructional vision for English language learners.” —Gerald Campano, University of Pennsylvania
School districts across the country are implementing bilingual education models such as two-way immersion, also known as dual language programs. The goals of two-way immersion programs are to assist students to obtain high academic achievement, to help students develop high levels of native language proficiency and target language proficiency, and to facilitate the development of cross-cultural competence. Most research on effective schools cites the fundamental role of assessment and accountability in evaluating student outcomes to measure program effectiveness. The purpose of this study was to determine the extent to which the assessment and accountability features of a school district's two-way immersion program aligned with research-based guidelines, and to identify strengths and weaknesses of the program in the area of assessment and accountability. The researcher carried out a formative program evaluation using a case study methodology. The researcher conducted a qualitative study using interviews with stakeholders from the two-way immersion program. The researcher also engaged in a review of historical documents, assessment data, websites, instructional resources in the classroom, and school and classroom artifacts related to assessment and accountability. The researcher utilized the Strand 1 Assessment and Accountability rubric from the Guiding Principles for Dual Language Education (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, 2007) to guide the data collection. By triangulating data from both the stakeholder interviews and the review of historical documents and other artifacts, the researcher provided a detailed description of the two-way immersion program and ascertained to what extent the program aligned with research-based assessment and accountability practices. The results of the rubric allowed for an evaluation of program strengths and weaknesses. Strengths of the program were evident in the area of gathering student demographic data and academic achievement data, as well as the analysis of student achievement data. Weaknesses of the program included a lack of assessment of the program goals of bilingualism/biliteracy and cross-cultural competence, as well as a lack of community support for the program.
This book examines current practices in assessment of learning and accountability at a time when accrediting boards, the federal government and state legislatures are requiring higher education to account for such outcomes as student retention, graduation, and learning.