Introduction to Nonbiased Assessment of Multicultural Students with Language Impairment Flashcards
I. DIAGNOSTIC PIE
_______ is a system of symbols used to represent concepts formed through exposure and experience
Students’ experiences may differ from _________ school expectations
If teachers refer ELL students for testing, there may be a _______, not disorder, because of _________ differences
If LI, there is a disorder in ____ L1 and English
I. DIAGNOSTIC PIE
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
If LI, there is a disorder in BOTH L1 and English
4 quadrants in the “Diagnostic Pie”
Quadrant 1 is _____ ability, ________ background
Quadrant 2 is _____ ability, ________ of linguistic _______ and environmental _______
Quadrant 3 is __, adequate background
Quadrant 4 is __, limitations of linguistic _________, environmental _______
4 quadrants in the “Diagnostic Pie”
Quadrant 1 is NORMAL ability, ADEQUATE background
Quadrant 2 is NORMAL ability, LIMITATIONS of linguistic EXPERIENCE and environmental EXPOSURE
Quadrant 3 is LI, adequate background
Quadrant 4 is LI, limitations of linguistic EXPERIENCE, environmental EXPOSURE
Dr. Ron Gillam (CSHA)
We are way over-identifying ELL kindergartners for ____
Assessed ______-speaking kids at the beginning and end of kindergarten in English and Spanish
Of 167 “at risk” at the beginning of kindergarten, only __ really needed ____ at the end of kindergarten
Dr. Ron Gillam (CSHA)
We are way over-identifying ELL kindergartners for IEP’s
Assessed SPANISH-speaking kids at the beginning and end of kindergarten in English and Spanish
Of 167 “at risk” at the beginning of kindergarten, only 21 really needed IEP’s at the end of kindergarten
II. INDICATORS OF LI
Compared to ______ peers, learn ______ in L1 and L2
Communication problems at ____, and/or with similar peers
Slower development than ________ of the same gender
Needs lots of ________ and ________, during instruction
Pragmatic, syntactic, semantic problems in __
_______ language development milestones in __
II. INDICATORS OF LI
Compared to SIMILAR peers (the the same language), learn SLOWLY in L1 and L2
Communication problems at home, and/or with similar peers
Slower development than SIBLINGS of the same gender
Needs lots of PROMPTING and REPETITION, during instruction
Pragmatic, syntactic, semantic problems in L1
DELAYED language development milestones in L1
III. LEGISLATION: IDEA 2004
We must evaluate in a ______________ manner
Tests must be administered in most ________ communication mode
Testing cannot reflect ______ English; must reflect child’s ______ in area tested
The IDEA does not require that __________ measures are used, it leaves the _____ of measurement tools and criteria to the _______
III. LEGISLATION: IDEA 2004
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
The IDEA does not require that STANDARDIZED measures are used, it leaves the CHOICE of measurement tools and criteria to the EDUCATOR
IDEA 2004
Need for __ test so performance discrepancy is eliminated
Increased focus on ____ _________
IDEA 2004 doesn’t specify the use of _____ or _______ tools for assessment.
Says one can use a ________ of assessment tools, and determination of disability should ____ rely on a ______ test or measure
IDEA 2004
Need for IQ test so performance discrepancy is eliminated
Increased focus on EARLY INTERVENTION
IDEA 2004 doesn’t specify the use of FORMAL or INFORMAL tools for assessment.
Says one can use a VARIETY of assessment tools, and determination of disability should NOT rely on a SINGLE test or measure
IV. PRE-EVALUATION PROCESS
Before doing ______ testing, it is extremely important to carry out the following:
- Language _________ testing in primary or dominant language
- _________ interviewing and case history
- _______ evaluation of student’s classroom performance
Be careful of the label “English _______”
Usually means adequate ____ English skills or CILF
Child may still ___ be able to read or write _______ in English and take standardized tests
IV. PRE-EVALUATION PROCESS
Before doing FORMAL testing, it is extremely important to carry out the following:
- Language PROFICIENCY testing in primary or dominant language
- ETHNOGRAPHIC interviewing and case history
- TEACHER evaluation of student’s classroom performance
Be careful of the label “English PROFICIENT”
Usually means adequate ORAL English skills or CILF
Child may still NOT be able to read or write ADEQUATELY in English and take standardized tests
V. TESTING IN THE PRIMARY LANGUAGE
Problems may include:
great ____________ within languages
ex: dialects
Limited ___ on normal development in other languages
Differences in vocabulary and ________ knowledge bases of students who _______ vs. those ____ and raised in __
Spanish versions of most tests fail to consider _________ differences
Many normed on __________ Spanish speaking children
V. TESTING IN THE PRIMARY LANGUAGE
Problems may include:
great HETEROGENEITY within languages
ex: dialects
Limited DATA on normal development in other languages
Differences in vocabulary and LINGUISTIC knowledge bases of students who IMMIGRATE vs. those BORN and raised in U.S.
Spanish versions of most tests fail to consider DIALECTICAL differences
Many normed on MONOLINGUAL Spanish speaking children
______ Translate an English test into the child’s L1 and use the _____
Normative data is _______
ELL student has different life background experiences than ______ sample
Some items not directly __________
NEVER Translate an English test into the child’s L1 and use the NORMS
Normative data is INVALID
ELL student has different life background experiences than NORMING sample
Some items not directly TRANSLATABLE
VI. SELECTING ASSESSMENT INSTRUMENTS
___________ of Test Content: Many potentially unfamiliar items
Adequacy of _____
Possible _______ Bias
Possible ________ Bias:
Ways of communicating are _______, could be due to culture
Children may have a way of communicating that is different from _________ norms
Some children may come from backgrounds where verbal collaboration is ___ ___________
VI. SELECTING ASSESSMENT INSTRUMENTS
APPROPRIATENESS of Test Content: Many potentially unfamiliar items
Adequacy of NORMS
Possible EXAMINER Bias
Possible SITUATIONAL Bias:
Ways of communicating are DIFFERENT, could be due to culture
Children may have a way of communicating that is different from MAINSTREAM norms
Some children may come from backgrounds where verbal collaboration is NOT ENCOURAGED
VI. SELECTING ASSESSMENT INSTRUMENTS (cont)
Possible ______ Bias or types of test items:
Some children at home are rarely asked _____ information
ELL children may have different _________ practices or early _____ experiences
Possible ____ Bias:
Responses to an story might differ upon ______ values apart from that of a mainstream culture
VI. SELECTING ASSESSMENT INSTRUMENTS (cont)
Possible FORMAT Bias or types of test items:
Some children at home are rarely asked KNOWN information
ELL children may have different SOCIALIZATION practices or early LITERACY experiences
Possible VALUE Bias:
Responses to an story might differ upon CULTURAL values apart from that of a mainstream culture
VII. NONBIASED ASSESSMENT: CONSIDERATIONS IN STANDARDIZED TESTING
Standardized, formal tests are _______ used with ___ students
Many SLPs and other special educators operate from the belief that we must _____ obtain __________ data such as percentile ranks and standard deviations
_____ permits the use of qualitative, subjective measures
VII. NONBIASED ASSESSMENT: CONSIDERATIONS IN STANDARDIZED TESTING
Standardized, formal tests are COMMONLY used with ELL students
Many SLPs and other special educators operate from the belief that we must ALWAYS obtain QUANTITATIVE data such as percentile ranks and standard deviations
IDEA permits the use of qualitative, subjective measures
Typical Referral and Assessment Procedures
______ referral
SLP, Psychologist, or Resource specialist
Obtain _____ permission to test
Carry out _____ testing
Make _________ decision based upon _____ test scores
Place student after ______ consent is obtained
Typical Referral and Assessment Procedures
TEACHER referral
SLP, Psychologist, or Resource specialist
Obtain PARENT permission to test
Carry out FORMAL testing
Make PLACEMENT decision based upon FORMAL test scores
Place student after PARENT consent is obtained
Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions
There are very few standardized tests in most languages
Most standardized tests are developed from a Western, literate, middle class framework
These tests assume that students will:
_______ to the best of their ability.
Attempt to ______, even if test tasks don’t make sense
_________ and successfully perform _______, potentially unfamiliar tasks like fill-in-the-blank
Have been _______ to information and __________ assumed by the test
Be comfortable with an ________ adult and willing to talk to them readily
Be _______ in verbal display of __________
Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions
There are very few standardized tests in most languages
Most standardized tests are developed from a Western, literate, middle class framework
These tests assume that students will:
COOPERATE to the best of their ability.
Attempt to RESPOND, even if test tasks don’t make sense
UNDERSTAND and successfully perform ARTIFICIAL, potentially unfamiliar Tasks like fill-in-the-blank
Have been EXPOSED to information and EXPERIENCES assumed by the test
Be comfortable with an UNFAMILIAR adult and willing to talk to them readily
Be PROFICIENT in verbal display of KNOWLEDGE
VIII. Modifying Standardized Tests
Give _________ in L1 and English
Rephrase _______ instructions
Give ____ examples & demonstrations
Give the student extra ____ to respond
_____ Items when necessary
VIII. Modifying Standardized Tests
Give INSTRUCTIONS in L1 and English
Rephrase CONFUSING instructions
Give EXTRA examples & demonstrations
Give the student extra TIME to respond
REPEAT Items when necessary
