Assessment and Evaluation in Bilingual Education
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the Editors
- About the Book
- This eBook can be cited
- Table of Contents
- List of Figures
- List of Figures
- List of Figures
- List of Figures
- Introduction Bilingual Education/Dual Language Assessment and Evaluation Principles: A Decolonial Approach for Practitioners and Policymakers (Margarita Machado-Casas, Belinda Bustos Flores and Saúl I. Maldonado)
- Evaluation Processes for Bilingual Education
- 1. Prioritizing Sociocultural Competence as Indicator of Quality in Dual-language Programs: Cultural, Historical, Identity, Socio-emotional, Pedagogy, Action and Sustainability (CHISPAS) (Veronica Johnson, Janet Gabriela Cariño Ramsay and Saúl I. Maldonado)
- 2. Advancing the Achievement of Dual Language Learners through Program Evaluation: A Framework for Assessing the Effectiveness and Impact of Dual Language Programs (Alexandra S. Guilamo)
- Equitable and Fair Assessment Systems for Bilingual Education/ Dual Language Learners
- 3. The Assessment of Mathematical Knowledge in Elementary Level Dual Language Programs (Kip Téllez)
- 4. Assessment of Bilingual Students: Best Practices and Recommendations for Members of the Multidisciplinary IEP Committee (Felicia Castro-Villarreal, Victor Villarreal and Ileana Umaña)
- 5. Assessing Bicultural-Bilinguals’ Language Development: Difference or Disorder? (Janelle Beth Flores, Karla C. Garza, T. Breanne Rochester, Yvonne Vera and Belinda Bustos Flores)
- Developing Bilingual/Dual Language Educators’ Assessment Practices
- 6. Understanding Assessment and Evaluation When Preparing Bilingual Teacher Candidates (Margarita Machado-Casas and Katherine Espinoza)
- 7. Uncovering Surprises: Teacher Candidates Learning to Assess Biliteracy in Argumentative Writing (Leslie C. Banes)
- 8. A Classroom Observation Tool for Assessing Mathematics in Two Languages (Marco A. Bravo, Eduardo Mosqueda and Jorge L. Solís)
- 9. Evaluating Teacher Attitudes towards Bilingualism and Best Science Teaching Practices for Bilingual Learners (Tiberio Garza, Margarita Huerta and Julie K. Jackson)
- 10. How Institutions of Higher Education Prepare Bilingual Teachers’ Understanding, Developing and Use of Diversity-Differentiated Assessments (Xochitl Archey)
- Measuring Bilingualism, Biliteracy and Sociocultural Competence
- 11. Assessing Emergent Bilingual Learners’ Mathematical Biliteracy: Authentic Mathematics Writing Assessment System (Eduardo Mosqueda, Marco A. Bravo, Jorge L. Solís and Saúl I. Maldonado)
- 12. Learning about My Students: Examination of Cultural Asset-Based Assessments in Dual Language Education (Ana M. Hernández and Annette M. Daoud)
- Appendices
- List of California’s State Standards and Frameworks for Sociocultural Competence Considerations (Veronica Johnson, Janet Gabriela Cariño Ramsay and Saúl I. Maldonado)
- Activities for Evaluating Mathematics Learning in Dual Language Programs (Kip Téllez)
- Considerations Before Special Education Recommendations for Bilingual Students (Felicia Castro-Villarreal, Victor Villarreal and Ileana Umaña)
- Training Sequence for IEP Committee Professional Development (Felicia Castro-Villarreal, Victor Villarreal and Ileana Umaña)
- Critical Points for Collaboration in the Multidisciplinary IEP Committee (Felicia Castro-Villarreal, Victor Villarreal and Ileana Umaña)
- Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners (RELPP-BL) (Janelle Beth Flores, Karla C. Garza, T. Breanne Rochester, Yvonne Vera and Belinda Bustos Flores)
- Process for Engaging Teachers in Collaborative Rubric Design for Biliterate Writing (Leslie C. Banes)
- MALLI Classroom Observation Protocol (Marco A. Bravo, Eduardo Mosqueda and Jorge L. Solís)
- Attitudes Towards Teaching Science to Bilingual Learners Instrument (ATTS-BL) Instrument (Tiberio Garza, Margarita Huerta and Julie K. Jackson)
- Diversity-Differentiated Assessments Template (Xochitl Archey)
- AMWAS Administration Guidelines/Guía de administración de la evaluación AMWAS (Eduardo Mosqueda, Marco A. Bravo, Jorge L. Solís and Saúl I. Maldonado)
- List of Contributors
- Index
List of Figures
Figure 0.1 A Decolonial Assessment and Evaluation Approach for Bilingual Education
Figure 2-1 Strand 1 | Principle 1 | Key Point A—Rubric Sample (GP3, 2018)
Figure 2-2 Three Pillars of DL Education Data-Metric Sources
Figure 2-3 Sample Annual Cycle of DL Improvement
Figure 2-4 Theory of Action Process
Figure 2-5 Theory of Action Macro-Questions
Figure 2-6 The Hexagon Tool for Systems Planning
Figure 2–7 Decision-making Protocol with a DLE Lens
Figure 2–8 DLLT Continuous Improvement Action Planning Template
Figure 2-9 Sample DL Data Dashboard
Figure 6-1 Bilingual Teacher Candidate Reflections on Biliteracy and Assessment
Figure 6-2 Bilingual Teacher Candidate Reflections on Languages and Assessment
Figure 6-3 Bilingual Teacher Candidate Reflections on Sociocultural Competence and Assessment
Figure 8-1 MALLI Theory of Change
←ix | x→Figure 8-2 Sample Narrative Notes
Figure 10-1 Course Syllabi Assignments that Integrated Diversity-Differentiated Processes
Figure 11-1 Paco’s Response to Second Formative Assessment
Figure 11-2 Josi’s Response to Third Formative Assessment
Figure 12-1 Dual Language Educator Equity Lens, IPAE Framework (Alfaro & Hernández, 2016)
List of Tables
Table 1-2 CHISPAS Tool for Assessing Sociocultural Competence in California’s Dual Language Schools
Table 2-1 Possible Quantitative Data & Metric Sources
Table 2-2 Dual Language Continuous Improvement Cycle (DLCIP) Data Analysis Template
Table 2-3 Implications for Stakeholders
Table 5-1 Some Initial Considerations for Suspected Language Disorder
Table 9-1 Sample Characteristics
←xi | xii→Table 11-1 Rúbrica de Escritura Matemática (REM)
Table 11-2 Mean Pre- and Post-Scores by Domain
Table 12-1 Asset-Based Assessments Used in Project ACCEPT PD
Table 12-2 Asset-based Writing Analysis for Spanish Writing
Table 12-3 Asset-based Grade Level Summary of Writing Analysis, Rubrics and Strategies
Table 12-5 Asset-based Lesson Study Feedback Form−Spanish Language Development
Table 12-7 Asset-based Grade Level Summary Lesson Study Feedback
Table 12-8 Structuring Cohesive Texts: Academic Word Misuse (Inspired by Cons, 2012)
Table 12-9 Asset-based Lesson Study Feedback Form—English Language Development
Foreword
Dr. José Medina, Chief Educational Advocate
Dr. José Medina Educational Solutions
Mi nombre es José, but when I was six years old, my first-grade teacher changed it to Joe. She wanted me to more quickly become Americanized and forget el español that was a part of my home and corazón. Even as I begin to write this Foreword focused on assessments and evaluation in dual language bilingual education (DLBE) programs, I carry the childhood scars resulting from a sistema de educación that viewed my inability to language en inglés, via assessments that were never designed to embrace my linguistic dexterity, as something that required immediate intervención.
A quick note. Please understand that like many of the bilingual learners described in Assessment and Evaluation in Bilingual Education, I am able to leverage my entire linguistic repertoire and solely mobilize English as I write. También puedo escribir completamente en español porque tengo la destreza de lectoescritura en ambos idiomas. But, today, I choose to disrupt this space and write en inglés y español because I can. This is what linguistic liberation looks like—desmadre, good trouble, in the name of equidad and social justice. One might say this is fitting, considering that this book, in many ways, also challenges the status quo and provides conexiones to a more culturally sustaining perspective of evaluation, assessment, and support for students representing culturally and linguistically diverse communities.
Dual language bilingual education is reparation for the opresión lingüística that has been historically inflicted upon comunidades estudiantiles that do not fit a U.S. monolingual and monocultural perspective of teaching and ←xv | xvi→learning. Evaluación that is culturally sustaining and that embraces all that students bring into the educational space, continues to be an area of need in our field. Margarita Machado-Casas, Saúl Isaac Maldonado, and Belinda Bustos Flores move this conversación forward without apology, by providing a comprehensive framework that is supported by the chapters included in the resource and representing the work of experts and practitioners in the field. Este texto focuses on evaluation processes, equitable assessment systems, supporting practitioner assessment understanding, and ultimately, grounding all assessment conversations as they intersect with la competencia sociocultural y conciencia crítica.
For too long, as U.S. educators, we have used assessment tools that were conceptualized para promover an English-centric perspective. That is, if schooling en este país was designed to promote a White, middle-income ideology of education, entonces, assessments utilized served to identificar if estudiantes, specifically Brown, Indigenous, Students of Color (BISoC) were White-adjacent enough. When evaluation results identify gaps in learning, it is many times, done so by ignoring the gifts that diverse student comunidades bring into the school building. The editors here, take the reins y organizan the chapters in this book as a way to cause desmadre to an existing system via an assessment and evaluation asset-based lens.
As co-author of the Guiding Principles for Dual Language Education: Third Edition (GP3), I appreciate the alignment to, and the expansion of the work y recomendaciones en el GP3, as related to assessment and evaluation in DLBE programs. Assessment and Evaluation in Bilingual Education, in its overt call to acción, underlines la importancia of sociocultural competence and critical consciousness as the foundation of any bilingual dual language program. Without this targeted focus, we cannot effectively ensure that los estudiantes engage in ongoing work towards el bilingüismo, biliteracy, and grade level academic achievement in dos idiomas. Ultimately, the editors underscore the fact that evaluaciones that don’t fully leverage bilingual learners’ cultural and linguistic repertoires are in fact, oppressive.
Practitioners will be grateful for the many assessment and evaluation resources that are shared en el texto. Whether leveraging the CHISPAS tool as a way to support a sociocultural and critical consciousness journey, embracing protocolos de liderazgo to empower educators who facilitate instruction in DLBE programs, utilizando a checklist that guía conversations focused on la intersección de special education and language learning, delineating ways to promover continued biliteracy assessment professional learning for DLBE teachers, or leveraging frameworks that continúan to guide our life-long work around bias, prejuicio, y privilegio, all are present in the chapters included herein.←xvi | xvii→
The editors and contributing authors are to be commended por introducir this valuable recurso to the world of assessment in DLBE. No podemos continuar to advocate for culturally sustaining biliteracy instructional practices sin también demandar that the assessment and evaluation tools we leverage reflect this mindset. In calling the reader to action, nos obligan to be critically self-reflective about our own understanding of assessments en la clase dual y bilingüe. How have we—or not, fully empowered our bilingual learners, via instrucción y evaluación, to love their entire self as they enter the space? How have we—or not, oppressed las comunidades de estudiantes that we are charged to serve?
As a child entering la escuela, so many years ago, I understood that whatever I was and el español that I spoke, was not what was wanted or needed in that educational environment. It took me a lifetime para comenzar to love myself, to embrace el idioma of my home, and to reclaim mi nombre, José, that was stolen from me. Unfortunately, for many BISoC this is still the case. I am eternally grateful for this new assessment resource porque estoy seguro that it will surely cause desmadre in our field. Liberación lingüística, today and always!←xvii | xviii→
Preface
Tenemos mucho orgullo presentarles este trabajo que representa nuestra obligación a la población bilingüe. Dedicamos nuestro trabajo a nuestro pueblo y esperamos que siga la conversación en el área de evaluación.
We are proud to present our book that fills a void in the assessment of bilingual/dual language learners and the evaluation of bilingual/dual language programs. For too long, we have relied on the assessment and evaluation approaches that are situated in a monolingual, majoritarian perspective. Further, assessment has been used to categorize and subjugate nuestra gente using this monolithic lens. Grosjean’s foundational research clearly countered various myths about bilingual learners, specifically that a bilingual learner was not two monolingual learners in one. Hence, we cannot use measures or assessment tools developed for and with monolingual populations; otherwise we are violating linguistic justice.
We grounded our work within a social justice lens, that considers the linguistic and cultural prowess of the bilingual population. Given that labels often delimit, define, and often subjugate our bilingual population, we use an asset-based lens which recognizes learning, the uniqueness of bilinguals’ language and knowledge acquisition, as well as the knowledge, conocimientos, and sabiduría of the community beyond the sanctioned official, Western knowledge that is promulgated within the school walls. Thereby, we used the term bilingual/dual language learners throughout the book to convey that they are not simply learning English, but rather are continuously learning their heritage or native language whether it be in the home, community, or the school.
We acknowledge the work of others who have continued to provide us with the theoretical underpinnings, policy, and resources in the area of assessment and evaluation for bilingual/dual language populations. In developing ←xix | xx→this book, we examined various national standards to develop an assessment and evaluation approach that centers bilingual education/dual language programs and learners. As a result of exploring the research and examining these different standards, we proposed a comprehensive assessment and evaluation approach to Bilingual/Dual Language Education:
1.Evaluation Processes for Bilingual Education/Dual Language Programs
2.Equitable and Fair Assessment Systems for Bilingual Education/Dual Language Learners
3.Developing Bilingual/Dual Language Educators’ Assessment Practices
4.Measuring Bilingualism, Biliteracy, and Sociocultural Competence
The purpose of this book is to communicate how bilingual/dual language education programs in the United States measure bilingual/dual language learners’ learning in language, literacy and culture and to provide examples of institutional policies and instructional practices that promote high-quality assessment and evaluation in bilingual/dual language teaching and learning.
Details
- Pages
- XX, 332
- Publication Year
- 2022
- ISBN (PDF)
- 9781433186981
- ISBN (ePUB)
- 9781433186998
- ISBN (MOBI)
- 9781433187001
- ISBN (Hardcover)
- 9781433187018
- ISBN (Softcover)
- 9781433187025
- DOI
- 10.3726/b18236
- Language
- English
- Publication date
- 2022 (June)
- Published
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2022. XX, 332 pp., 28 b/w ill., 25 tables.
- Product Safety
- Peter Lang Group AG
