Classroom assessment in multiple languages: (Record no. 12740)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 06812nam a2200325Ia 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260803094247.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 251212s2021 xx 000 0 und d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781544384603 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | FEU CAVITE LIBRARY |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 418 G68c 2021 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Gottlieb, Margo, |
| Relator term | author |
| 245 1# - TITLE STATEMENT | |
| Title | Classroom assessment in multiple languages: |
| Remainder of title | a handbook for teachers / |
| Statement of responsibility, etc. | Margo Gottlieb. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | London, United Kingdom : |
| Name of publisher, distributor, etc. | Corwin, A Sage Publication Ltd, |
| Date of publication, distribution, etc. | c2021. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xxxi, 230 pp.: |
| Other physical details | col. ill. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Dimensions | 28 cm. |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 500 ## - GENERAL NOTE | |
| General note | Includes bibliographic references and index |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Chapter 1: Who Are Multilingual Learners and Why Assess in Multiple Languages? The Dilemma: But the term English learners doesn't accentuate what our students can do! What Is the Terminology (and Labels) for Multilingual Learners and Their Tie to Assessment? | What Are the Prevailing Theories of Language Learning? | What Is a Framework for Classroom Assessment in Multiple Languages? | How Might We Create a Language and Assessment Policy? | The Big Question: Why Assess in Multiple Languages? | What Is Assessment as, for, and of Learning for Multilingual Learners in Multiple Languages? | What Are Some Tips for Classroom Assessment in Multiple Languages? | How Might We Face the Issue? Instill an Assets-Driven Philosophy in Your Classroom or School! | How Might We Resolve the Dilemma? Accentuate What Multilingual Learners Can Do! | Resources for Multilingual Learners, Their Teachers, and Other School Leaders Chapter 2: How Do We Get Started With Assessment in Multiple Languages? The Dilemma: But I only speak English... someone needs to translate! How Do We Begin to Think About Assessment for Multilingual Learners in Multiple Languages? | What Comes Next in Assessing in Multiple Languages? |How Is Classroom Assessment as, for, and of Learning Useful? | How Do Standards Impact Assessment in Multiple Languages? | How Is Assessment in Multiple Languages Related to Curriculum Design? | Where Does Translanguaging Fit Into Curriculum, Instruction, and Assessment? | How Might We Face the Issue? Create a Multilingual Resource Bank | How Might We Resolve the Dilemma? Enlist Multilinguals in the Assessment Process! | Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 3: Planning Classroom Assessment in Multiple Languages The Dilemma: But my students just socialize in their home language! What Does Classroom Assessment in Multiple Languages Entail? | How Is Classroom Assessment an Expression of Curriculum Design? | Planning Classroom Assessment as, for, and of Learning for Curriculum and Instruction | Where Does Translanguaging Fit in Planning Assessment? | How Might We Face the Issue? Ask Questions and Listen to Your Students! | How Might We Resolve the Dilemma? Put Trust in Your Multilingual Learners! | Resources for Multilingual Learners, Teachers, and Other School Leaders Chapter 4: Collecting and Organizing Assessment Information in Multiple Languages The Dilemma: But my colleagues and school leaders simply don't understand the value of multilingualism! Why Match Data to the Purposes for Assessment? | What Resources Enhance Instruction and Assessment in Multiple Languages? | How Might We Collect and Organize Student Samples in Multiple Languages? | How Might We Face the Issue? Connect With Multilingual Families, Communities, and Other Educators | How Might We Resolve the Dilemma? Annotate Data From Your Multilingual Learners! | Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 5: Interpreting Information and Providing Feedback in Multiple Languages The Dilemma: But learning in multiple languages confuses students and teachers alike! How Might We Interpret Everyday Classroom Data in Multiple Languages? | What Are Some Strategies for Interpreting Literacy Data? | How Might We Interpret Long-Term Projects in Multiple Languages? | What Is the Role of Feedback in Classroom Assessment in Multiple Languages? | What Is the Role of Collaboration in Interpreting Assessment Information? | How Might We Face the Issue? Create an International Network of Educators | How Might We Resolve the Dilemma? Believe in Your Students as Learners! | Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 6: Evaluating and Reporting Assessment Information in Multiple Languages The Dilemma: But the same grading policy for all students, including multilingual learners, just doesn't make sense! What Is the Basis for Evaluating Information From Assessment in Multiple Languages? | Rethinking Evaluating and Reporting Based on Assessment in Multiple Languages | How Might We Report Assessment Results? | Student Self-Reflection and Self-Reports: Assessment as Learning | Classroom-Generated Reports: Assessment for Learning | Unit-Level Reports: Assessment of Learning | How Is Grading a Form of Evaluation? | How Might We Resolve the Dilemma? Make Sure Multilingual Learners Are Represented in Grading Practices! | Grading Multilingual Learners in Times of Stress and Hardship | How Can Teacher Collaboration Improve Grading Practices? | How Might We Face the Issue? Evaluate Multilingual Learners and Multilingual Learners With Disabilities in the Context of Their Goals for Learning | How Might We Face the Dilemma? Make Sure Grading Practices Are Geared for Multilingual Learners | Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 7: Taking Action Based on Assessment Results in Multiple Languages The Dilemma: But assessment for multilingual learners is only in one language; what can we do to know who our students really are and what they can do? What Are the Assets That Multilingual Learners Bring to Classroom Assessment? | How Might We Strengthen Your Stance for Taking Action Through Assessment as, for, and of Learning? | How Might We Take Action Through Reflective Practice? | Becoming Assessment Literate: A Schoolwide Action | Strength in Action for Large-Scale Assessment of Learning | How Can Stakeholders Take Action Based on Assessment Results? | How Might We Face the Issue? Take Action to Make Assessment Equitable for Multilingual Learners! | How Might We Resolve the Dilemma? Assess Multilingual Learners in Multiple Languages! | Resources for Multilingual Learners, Teachers, and Other School Leaders |
| 546 ## - LANGUAGE NOTE | |
| Language note | in English |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Languages |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Handbook |
| General subdivision | Study and teaching |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Multilingual |
| 700 0# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Escamilla, Kathy, foreword |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Books |
| Institution code [OBSOLETE] | fjjumarang |
| Edition | 2024-06-13 11:51:25 |
| 943 ## - EQUIVALENCE OR CROSS-REFERENCE--COLLECTIVE TITLE [OBSOLETE] [CAN/MARC only] | |
| Date of treaty signing | 0 |
| Date of a work | 0 |
| Miscellaneous information | 0 |
| Medium | 0 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
| MyRDA biblio | 12854 |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | FEU - Cavite Basic Education | FEU - Cavite Basic Education | BED Library | 12/21/2025 | CIR 418 G68c 2021 | SH0617 | 06/18/2026 | 12/21/2025 | Books |