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Alternative Assessment for Latino Students
In this article, the authors discuss the fact that there must be a better way for assessing the knowledge of Latino students. This is largely due to the fact that a test given in English to these students does not accurately give an indication as to whether the student understands the content of the material. Instead, it more likely accurately gives it depiction of whether the student understands English. For many of the students English is a second language, and while they may know the content of the information that they are given, they may not be able to express it accurately in English. It is for this reason that the authors suggest that other measures should be taken to help Latino students excel and pass assessment tests correctly. In order to correct this problem the authors suggest using multiple measures instead of only a single measure to assess the knowledge of Latino students.
In addition to the idea that there should be more than one test of assessment for these Latino students, the authors also discuss the idea that it should be a whole-school effort and not a single test effort. In other words, even if Latino students are given a different type of test to take they will still not have learned everything that they need to if they go through their school days not being able to understand what is being taught to them. This is the reason behind the whole-school approach and the reason behind the need for more than one assessment test for students who have English as a second language.
It would seem that those that come to this country should learn to speak the language, but for some this is very difficult. Even those that apparently speak the language well often do not understand some of the expressions and terms that are uniquely American. This can make it hard for them to take tests so having a different test for those that speak English only as a second language makes sense.
Alternative Assessments What challenges do alternative assessments present to teachers at your school? Alternative assessments (AA) are a fine means to determining the education of a student. Standardized assessment is very rigorous but allows for the system to be managed effectively and efficiently. AA's present certain challenges, not to the students but the staff and faculty. AA's require more imagination and creativity. Grading scales provide rigid guidance and it is mostly simple
As with most assessments, there are disadvantages in using criterion-referenced tests. The most obvious limit to this type of assessment is its susceptibility to inadequately reflect the curriculum. This is particularly true with state mandated criterion-referenced tests. State-level test makers are far removed from classrooms; they do not witness the goings-on of individual schools and classrooms. Due to this distance, state-created criterion-referenced tests may assess knowledge and skills that may
Counter Point Point: "Assessments are a powerful tool that can be constructed and used by teachers to improve student learning" (Holler et al., 2008). Counterpoint: "Teacher-made tests may neither provide an accurate source of information about student mastery of the content nor properly prepare students for high-stakes tests" (Holler et al., 2008). In assessing the aforementioned statements it appears both are flawed to some degree. Each suggests valid points but neither capture
Educational Assessment Methods and Standards Participants Scoring Key Letter to Principal Principal's Questionnaire Teacher's Questionnaire Raw Data It is widely known that testing and assessment have become critical components and indicators for success in today's educational system. This process is widely considered as a feasible means to improve student success and achievement as well as educational outcomes and future potential in educational pursuits and the workforce for millions of students with widely varying levels of skill and
D5 - Assessment Students in the modern school setting learn differently because of differences in their individual capabilities, learning styles, and learning needs. Given the differences in learning, different approaches for assessment are necessary to accommodate the numerous ways with which students learn (Stears & Gopal, 2010). Despite recognition of the need for different assessment approaches, different opinions exist regarding traditional and alternative approaches for student assessment. Some experts argue that
Activities Activity #1: Discuss the pros and cons of testing from two perspectives: (1) as a test-taker and (2) as a test-giver From the point-of-view of the test-taker, the 'cons' of taking a test seem obvious. Besides the nerves and the fear of being put under pressure, from the test-taker's point-of-view being tested requires subjecting something quite unique, namely their individual human mind, to an objective test that cannot take into