Assessment

1. How do you distinguish between language proficiency and content knowledge when assessing student performance in the content areas?
2. What Spanish and English oral language assessments are used in TWI programs? What information do they offer about native speakers and second language learners? Should the same assessments be used for first and second language speakers?
3. What is an ideal battery of assessments that a TWI program should use to monitor student performance over time?

3. What is an ideal battery of assessments that a TWI program should use to monitor student performance over time?

There is currently no clear consensus in the field about an ideal battery of assessments for TWI programs, but there is consensus about guidelines that should be followed when choosing a battery of assessments. First, because TWI programs are designed to promote bilingualism and biliteracy, as well as grade-level academic achievement, it is important to assess students’ development in language and literacy skills in both languages. Second, multiple measures should be used to provide a strong indication of students’ abilities in the relevant domains. Finally, a combination of standardized tests (generally used for program evaluation purposes) and teacher- developed assessments (such as rubrics) that are tied to classroom instruction and provide information about individual student performance should be employed. A useful list of references on assessment issues with second language learners can be found in Assessment, reform, equity, and English language learners: An annotated bibliography.