Classroom assessment in multiple languages: a handbook for teachers /
Margo Gottlieb.
- London, United Kingdom : Corwin, A Sage Publication Ltd, c2021.
- xxxi, 230 pp.: col. ill. 28 cm.
Includes bibliographic references and index
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
in English
9781544384603
Languages Handbook--Study and teaching Multilingual