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Dual language program implementation requires that equity is ensured for all students. This includes teacher-created classroom assessments that provide data and drive targeted instruction in both program languages. Specifically, strand one of the Guiding Principles for Dual Language Education addresses the importance of assessment and accountability in the success of dual language and bilingual education programming.
One of the guiding principles focuses on assessment and accountability. It is imperative that assessment be aligned with the visions and goals of the program and for the assessment data to be integrated into planning related to instructional principles and curriculum (Howard, Sugarman, Christian, & Lindholm-Leary).
Classroom assessments provide teachers with essential data about the efficacy of instruction and student achievement. It is often the case, however, that the language of assessment is not fully accessible to language learners because of limited language proficiency in a given language. Because most classroom assessments are embedded in language, content assessments almost always become language assessments with students’ language proficiency acting as a confounding variable that may prevent them from fully demonstrating their content knowledge (Lacelle-Peterson, 2000; Geisinger Geisinger 2003)
The purpose of this presentation is to provide teachers with tools that will help adapt the language of teacher-created content assessments in the dual language classroom. During this session the presenters will guide teachers through the process of analyzing the language demands of both, selective and constructed response assessment formats. Additionally, ideas for appropriately designing assessment items that contain language supports for emergent bilingual students will be provided. Examples of adapted assessments in both English and Spanish, at various grade levels, will be shared as a means to ensure that each student in a dual language classroom is able to demonstrate their content knowledge regardless of language proficiency.