Standards-based instruction and assessment for English language learners

Standards-based instruction and assessment for English language learners / Mary Ann Lachat.

In increasingly diverse classrooms, an understanding of standards-based instruction and assessment for ELLs is essential for achieving both excellence and equity in our education system.

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Bibliographic Details
Main Author: Lachat, Mary Ann (Author)
Format: eBook
Language:English
Published: Thousand Oaks, California : Corwin Press, [2004]
Subjects:
Limited English-proficient students > United States.
Education > Standards > United States.
Educational tests and measurements > United States.
EDUCATION > Administration > General.
EDUCATION > Educational Policy & Reform > General.
Education > Standards
Educational tests and measurements
Limited English-proficient students
Acquisition d'une langue seconde.
Allophone.
Anglais (Langue)
Docimologie.
Éducation spéciale.
Enseignement des langues.
Langue seconde.
Norme.
Minorities > Education > United States.
United States
États-Unis.
Guide (Descripteur de forme)
Online Access:Click for online access
Table of Contents:
  • Cover
  • Contents
  • Preface
  • Acknowledgments
  • About the Author
  • Chapter 1
  • Achieving Equity through Standards and Assessments
  • Preparing all Students for Success
  • The Standards Model
  • Standards and Educational Equity
  • Equity and Opportunity to Learn
  • The Culture of Standards-Based Assessment
  • The Traditional Testing Culture
  • Todayâ€?s Assessment Culture
  • The Use of Performance Assessments
  • New Criteria for Validity and Reliability
  • Accountability and Equity
  • Chapter 2
  • Understanding Todayâ€?s English Language Learners
  • Who are Americaâ€?s English Language Learners?Definitions of English Language Proficiency
  • Where Is the Greatest Concentration of English Language Learners?
  • The Challenges Faced by English Language Learners
  • How Culture Affects the Learning of English Language Learners
  • Differences in Ways of Knowing and Learning
  • Differences in Prior Knowledge and Experiences
  • Differences in Cultural Values
  • Implications for Classroom Teachers
  • The Language Development of English Language Learners
  • Variability in Language Development
  • The Politics of English Language AcquisitionSchool Language Uses That Impact on English Language Learners
  • Patterns of Speaking in the Classroom
  • Language Demands of Academic English
  • Language Development and the Implications for Teacher Preparation
  • Chapter 3
  • Applying Accountability Reforms
  • The Promise of Standards for English Language Learners
  • Issues of Standards Implementation with English Language Learners
  • The TESOL ESL Standardsâ€?A Bridge to Content-Area Standards
  • Assessment and Accountability for English Language Learners
  • Inclusion in AssessmentsInclusion in National Assessments
  • Inclusion in State Assessments
  • Assessment Reform and English Language Learners
  • Fairness and Equity in State Assessments
  • Representation in Assessment Development
  • Cultural Bias Issues
  • Language Issues
  • Issues in the Use of Performance Tasks on State Assessments
  • Use of Accommodations
  • Use of Translated Versions of Assessments
  • Achieving Equity in Assessment for English Language Learners
  • Guiding Questions for Achieving Equity and Fairness in Assessment for English Language Learners
  • Equity in the Use of Assessment ResultsChapter 4
  • Implementing Standards-Based Learning with English Language Learners
  • Advantages of Standards-Based Learning for English Language Learners
  • Challenging and Engaging Instruction
  • Authentic Learning Tasks
  • Issues for Teachers in Developing Culturally Relevant Tasks
  • Emphasis on a Student-Centered Learning Environment
  • Deeper Examination of Student Work
  • Increased Focus on Literacy and the Language Demands of Content-Based Learning
  • Using Performance-Based Assessments with English Language Learners

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