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exam 3 roseberry 143 > intro to nonbiased assessment of multicultural students w/ LI > Flashcards

intro to nonbiased assessment of multicultural students w/ LI Flashcards

1
Q

diagnostic PIE

A
  • 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!
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2
Q

4 quadrants in the diagnostic Pie.

Quadrant 1

A

-normal ability adequate background

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3
Q

quadrant 2

A

-normal ability limitations of linguistic experience, environmental exposure

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4
Q

quandrant 3

A

-LI, adequate background

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5
Q

quandrant 4

A

LI, limitations of linguistic experience, environmental exposure

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6
Q

Dr. Ron Gillam (CSHA)

A
  • 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
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7
Q

indicators of LI

A
  • 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)
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8
Q

needs for lots of

A
  • prompting, REPETITION during instruction
  • pragmatic,syntactic, semantic problems in L1
  • delayed lang devt. milestones in L1
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9
Q

legislation: IDEA 2004

A
  • 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
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10
Q

IDEA does not require that standardized measures are used

A

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​

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11
Q

IDEA, 2004: need for

A
  • IQ performance discrepancy eliminated

- increase focus on EARLY INTERVENTION

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12
Q

IDEA(2004) does not…

A
  • 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
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13
Q

pre-evaluation process

A

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

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14
Q

language proficiency testing

A
  • 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
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15
Q

California–>CELDT

A
  • california english language development test
  • use language measures
  • ask re: oral and written skills in both langs
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16
Q

be careful of the label “english proficient”

A
  • 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)

17
Q

testing in the primary language

A
  • 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.
18
Q

spanish versions of most tests…

A
  • fail to consider dialectal differences

- many normed on MONOLINGUAL spanish speaking ch

19
Q

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

A
  • normative data is invalid
  • ELL student has different background experiences than norming sample
  • some items are not directly translatable
20
Q

selecting assessment instruments: A. appropriateness of Test Content

A

-many potentially unfamiliar items

21
Q

selecting assessment instruments: B & C

A

B. Adequacy of norms

C.Possible Examiner Bias

22
Q

D. Possible Situational Bias

A
  • 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
23
Q

e. Possible Format Bias (types of test items)

A
  • 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
24
Q

ELL ch may have differences in

A
  • socialization practices or early literacy experiences

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

25
Q

F. Possible Value Bias

A

-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”)

26
Q

NONBIASED ASSESSMENT: CONSIDERATIONS IN STANDARDIZED TESTING: A. Introduction

A

-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

27
Q

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

A 
-There are very few standardized tests in most languages​
​-Most standardized tests are developed from a Western, literate, middle class framework​
28
Q

These tests assume that students will:​

A

-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​

29
Q

they also assume that students will

A

-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

30
Q

Bias in Standardized Testing: Potentially Unfamiliar Items

A 
Household objects​
Vehicles​
Sports​
Musical instruments ​
Types of clothing​
Professions/occupations​
Historically related events and people​
Foods​
American nursery rhymes​
Geography​
Games
31
Q

Modifying Standardized Tests

A
  • Instructions in L1 and English​
  • Rephrase confusing instructions ​
  • Give extra examples, demos
32
Q

give the student extra time to respond

A

​
-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

33
Q

omit biased items student will probably miss

A

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

34
Q

CONSIDERATIONS IN TEST INTERPRETATION

A

-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

exam 3 roseberry 143 (3 decks)

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