Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students by Socorro G. HerreraAssessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students by Socorro G. Herrera

Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students

bySocorro G. Herrera, Kevin G. Murry, Robin M. Cabral

Paperback | June 5, 2012

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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.

Dr. Socorro G. Herrera currently serves as a professor of elementary education at Kansas State University and is executive director of the Center for Intercultural and Multilingual Advocacy (CIMA). Certified in elementary education, bilingual education, and school counseling, Dr. Herrera’s recent publications have appeared in the Jour...
Title:Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse StudentsFormat:PaperbackDimensions:336 pages, 9 × 7.3 × 0.7 inPublished:June 5, 2012Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0132853353

ISBN - 13:9780132853354

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Table of Contents


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  


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  


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  






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  






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  






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  






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?  



Appendix A: TESOL Standards of Best Practice

Appendix B: Teacher Resources