chp 11 intro to non biased assessment of multicultural students w/ li

Question 1

diagnostic PIE

Answer 1

• Language is a system of symbols used to represent concepts formed through EXPOSURE and EXPERIENCE​
• Students’ experiences may differ from mainstream school expectations​
• If teachers refer ELL students for testing, there may be a difference, not disorder, because of experiential differences​
• LI=disorder in both L1 and English!

Question 2

4 quadrants in the diagnostic Pie.

Quadrant 1

Answer 2

-normal ability adequate background

Question 3

quadrant 2

Answer 3

-normal ability limitations of linguistic experience, environmental exposure

Question 4

quandrant 3

Answer 4

-LI, adequate background

Question 5

quandrant 4

Answer 5

LI, limitations of linguistic experience, environmental exposure

Question 6

Dr. Ron Gillam (CSHA)

Answer 6

• we are waaay OVERIDENTIFYING ELL KINDERGARTENERS for IEPs
• assessed spanish-speaking Ks at the beginning and end of K (Eng & Spa)
• of 167 “at risk” at the beginning of K, only 21 really needed IEPs at end of K

Question 7

indicators of LI

Answer 7

• compared to similar peers, LEARN SLOWLY in L1 and L2
• communication problems at HOME and/or w/ similar peers
• slower development than SIBLING (of same gender)

Question 8

needs for lots of

Answer 8

• prompting, REPETITION during instruction
• pragmatic,syntactic, semantic problems in L1
• delayed lang devt. milestones in L1

Question 9

legislation: IDEA 2004

Answer 9

• we must evaluate in a NONDISCRIMINATORY MANNER
• tests must be administered in MOST PROFICIENT communication mode
• testing cannot reflect limited English; must reflect child’s ability in area tested

Question 10

IDEA does not require that standardized measures are used

Answer 10

Traditionally, many special educators have used standardized tests because they believe that a quantitative score is mandated by federal law; however, the law does not exclude subjective or qualitative measures. It leaves the CHOICE of measurement tools and criteria to the EDUCATOR​

Question 11

IDEA, 2004: need for

Answer 11

• IQ performance discrepancy eliminated

- increase focus on EARLY INTERVENTION

Question 12

IDEA(2004) does not…

Answer 12

• speify use of either formal or informal tools for assessment
• says: use a VARIETY of assessment tools, and that determination of disability should NOT rely on a SINGLE test or measure

Question 13

pre-evaluation process

Answer 13

-before doing formal testing, it is extremely important to carry out the following

Question 14

language proficiency testing

Answer 14

• primary language? (lang they learned 1st)
• dominant lang? (the lang she most fluent in today)
• interview parents, teachers, interpreters who have worked w/ this student

Question 15

California–>CELDT

Answer 15

• california english language development test
• use language measures
• ask re: oral and written skills in both langs

Question 16

be careful of the label “english proficient”

Answer 16

• usually means adequate ORAL English Skills (CILF)

- ch still may NOT be able to read, write adequately in english and take standardized tests competently (FALF)

Question 17

testing in the primary language

Answer 17

• problem: great HETEROGENEITY within languages (dialects)
• problem: limited data on normal development in other languages
• problem: differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.

Question 18

spanish versions of most tests…

Answer 18

• fail to consider dialectal differences

- many normed on MONOLINGUAL spanish speaking ch

Question 19

never translate an english test the childs L1 and use the norms

Answer 19

• normative data is invalid
• ELL student has different background experiences than norming sample
• some items are not directly translatable

Question 20

selecting assessment instruments: A. appropriateness of Test Content

Answer 20

-many potentially unfamiliar items

Question 21

selecting assessment instruments: B & C

Answer 21

B. Adequacy of norms

C.Possible Examiner Bias

Question 22

D. Possible Situational Bias

Answer 22

• WAYS of communication Differ
• ch may have a way of communicating that is different from mainstream norms (dont look adult in the eye, do initiate convo)
• some ch come from background where VERBAL ELABORATION is NOT ENCOURAGED

Question 23

e. Possible Format Bias (types of test items)

Answer 23

• Some ch at home are rarely asked KNOWN INFORMATION questions
• anderson-yockel & Haynes: African American mother asked thier ch fewer yes-no and wh- questions during a reading task than white mothers

Question 24

ELL ch may have differences in

Answer 24

• socialization practices or early literacy experiences

- for ex: labeling or pointing to objects may not be a typical experiences for hispanic ch

Question 25

F. Possible Value Bias

Answer 25

-Example: Test of Problem-Solving Skills-Revised—”What should she do now?”​
​
-Preschool Language Scale—”Why do you brush your teeth?” African American children in some communities “Because my momma told me to.” (scored as incorrect; correct answer is “because you get cavities if you don’t”)

Question 26

NONBIASED ASSESSMENT: CONSIDERATIONS IN STANDARDIZED TESTING: A. Introduction

Answer 26

-Standardized, formal tests are commonly used with ELL students​
-Many speech-language pathologists and other special educators operate from the belief that we must always obtain quantitative data such as percentile ranks and standard deviations​
​-However, the IDEA PERMITS the use of QUALITATIVE, subjective measures which we will discuss more in the next section

Question 27

B. Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions

Answer 27

-There are very few standardized tests in most languages​
​-Most standardized tests are developed from a Western, literate, middle class framework​

Question 28

These tests assume that students will:​

Answer 28

-COOPERATE to the best of their ability ​
​-Attempt to respond even when test tasks don’t make sense ​
​-Understand and successful perform ARTIFICIAL, potentially UNFAMILIAR tasks such as fill-in-the-blanks​

Question 29

they also assume that students will

Answer 29

-Have been exposed to info and experiences assumed by test ​
​-Be comfortable with an unfamiliar adult and willing to talk with him or her readily ​
​-Be proficient in VERBAL DISPLAY of KNOWLEDGE

Question 30

Bias in Standardized Testing: Potentially Unfamiliar Items

Answer 30

Household objects​
Vehicles​
Sports​
Musical instruments ​
Types of clothing​
Professions/occupations​
Historically related events and people​
Foods​
American nursery rhymes​
Geography​
Games

Question 31

Modifying Standardized Tests

Answer 31

• Instructions in L1 and English​
• Rephrase confusing instructions ​
• Give extra examples, demos

Question 32

give the student extra time to respond

Answer 32

-If the student gives a “wrong” answer, ask her to explain it and record her explanation; score it as correct if it would be correct in her culture​
​-REPEAT items when necessary

Question 33

omit biased items student will probably miss

Answer 33

-Test beyond ceiling ​
-Complete assessment in several sessions ​
​-Count, as correct, ANSWERS IN EITHER LANG (dual scoring system, conceptual scoring)

Question 34

CONSIDERATIONS IN TEST INTERPRETATION

Answer 34

-Don’t identify a student based solely on formal test scores​
-Ascertain if the student’s errors are typical of other students with similar backgrounds​
​-Interpret overall results as a team​
​-In assessment REPORTS, include DISCLAIMERS about departure from standard testing procedures