1. Academic Assessment Diverse Learners

2. Considerations for Multicultural Students RPrevious academic exposure RAcculturation and language RPrevious life and academic experiences R“Steps must be taken so that students are not assigned to special education classes because of their lack of English language proficiency rather than because they have a disability” (U.S. Dept of Ed., 2000). RPrevious academic exposure RAcculturation and language RPrevious life and academic experiences R“Steps must be taken so that students are not assigned to special education classes because of their lack of English language proficiency rather than because they have a disability” (U.S. Dept of Ed., 2000).

3. Considerations for All Students RDo sensory or communication impairments make test inaccessible or limit students from responding to questions? RDo test materials or methods of responding limit ability to respond? RDoes the student know the examiner? RAre instructions understood by student? RIs the recording technique required of the student on the test familiar? RDo sensory or communication impairments make test inaccessible or limit students from responding to questions? RDo test materials or methods of responding limit ability to respond? RDoes the student know the examiner? RAre instructions understood by student? RIs the recording technique required of the student on the test familiar?

4. Normative-based Achievement Assumptions RStudent is like the normative sample. RStudent has had opportunity to learn RContent measured RLanguage used by the test RSkills demanded of the test RTest is measuring ability and not experience RStudent is like the normative sample. RStudent has had opportunity to learn RContent measured RLanguage used by the test RSkills demanded of the test RTest is measuring ability and not experience

5. Standards for Testing Individuals of Diverse Language Backgrounds RTesting practice designed to reduce threats to reliability and validity. RLanguage proficiency should be determined prior to test administration. RLanguage proficiency should be evaluated across different language tasks. RAny linguistic modifications recommended by test publishers should be in the test manual RTesting practice designed to reduce threats to reliability and validity. RLanguage proficiency should be determined prior to test administration. RLanguage proficiency should be evaluated across different language tasks. RAny linguistic modifications recommended by test publishers should be in the test manual

6. Standards for Testing Individuals of Diverse Language Backgrounds RWhen a test is recommended for this population, then developers should provide the info needed for test use and interpretation. RWhen translating a test, describe methods used in establishing the adequacy of the translation and evidence for reliability and validity data for the translated test’s scores. RWhen an interpreter is used in testing, the interpreter should be fluent in both languages, should have expertise in translating,and should have a basic understanding of the assessment process. RWhen a test is recommended for this population, then developers should provide the info needed for test use and interpretation. RWhen translating a test, describe methods used in establishing the adequacy of the translation and evidence for reliability and validity data for the translated test’s scores. RWhen an interpreter is used in testing, the interpreter should be fluent in both languages, should have expertise in translating,and should have a basic understanding of the assessment process.

7. Group Project RLook at the tests described on pages 207-210. RDescribe the pros and cons of each test within the group. RConsider which normative based test to give to a child with a 5th grader with L5 profile who has received bilingual education. RLook at the tests described on pages 207-210. RDescribe the pros and cons of each test within the group. RConsider which normative based test to give to a child with a 5th grader with L5 profile who has received bilingual education.

8. CBM: Spanish Materials RBrigance Diagnostic Assessment of Basic Skills, Spanish RK-6 RReadiness, Speech, Word Recognition, Oral Reading, Reading, Comp., Word Analysis, Listening, Writing, Alphabetizing, Numbers and Computation, and Measurement RDIBELS has a Spanish version that is like the English version. This can be found on the DIBELS website. RBrigance Diagnostic Assessment of Basic Skills, Spanish RK-6 RReadiness, Speech, Word Recognition, Oral Reading, Reading, Comp., Word Analysis, Listening, Writing, Alphabetizing, Numbers and Computation, and Measurement RDIBELS has a Spanish version that is like the English version. This can be found on the DIBELS website.

9. CBM Considerations RExtent to which curriculum is culturally representative of the student. RStudent’s previous participation in bilingual education/ ESL RKnown or suspected sensory or communicative impairments RInformation on formal former education. RHow often has the child moved and how often does child attend school? RExtent to which curriculum is culturally representative of the student. RStudent’s previous participation in bilingual education/ ESL RKnown or suspected sensory or communicative impairments RInformation on formal former education. RHow often has the child moved and how often does child attend school?

10. CBM Considerations RStudents level of acculturation REnglish language proficiency RWhat skills are needed to answer the items that are not related to item performance. RExperiences outside of the school setting that support or detract from academic success. RStudents level of acculturation REnglish language proficiency RWhat skills are needed to answer the items that are not related to item performance. RExperiences outside of the school setting that support or detract from academic success.

11. Suggestions: Non-English and Non-Spanish Assessment RNormative assessment in achievement is pretty much not possible. RInformal methods or CBM methods should be utilized in combination with parent/ teacher interviews, class observations, and child interviews. RNormative assessment in achievement is pretty much not possible. RInformal methods or CBM methods should be utilized in combination with parent/ teacher interviews, class observations, and child interviews.

12. Written Expression Options RDevelop an age appropriate writing prompt (e.g., “I was walking down the street and suddenly I saw …”). RHave the child write a story based on this prompt. RHave a translator given a similar prompt in the native language. RWork with the translator to determine total number of words, grammar spelling, and understandability for BOTH language tasks. RDevelop an age appropriate writing prompt (e.g., “I was walking down the street and suddenly I saw …”). RHave the child write a story based on this prompt. RHave a translator given a similar prompt in the native language. RWork with the translator to determine total number of words, grammar spelling, and understandability for BOTH language tasks.

13. Reading Assessments RObtain basal readers for different levels in English and in the other language RHave the child read in each language. RScore fluency by marking reading end point after 1 min and 2 min. RAsk the child to retell the story to indicate passage comprehension. RBasic reading can be evaluated by the number of errors made while reading the passage. RObtain basal readers for different levels in English and in the other language RHave the child read in each language. RScore fluency by marking reading end point after 1 min and 2 min. RAsk the child to retell the story to indicate passage comprehension. RBasic reading can be evaluated by the number of errors made while reading the passage.

14. Math Assessments RBasic math: direct translation of instructions and actual items from a normative test (do not use norms). RApplied math: direct translation of items from a normative test (do not use norms). RDo an error analysis of types of problems and see if these carry across languages. RBasic math: direct translation of instructions and actual items from a normative test (do not use norms). RApplied math: direct translation of items from a normative test (do not use norms). RDo an error analysis of types of problems and see if these carry across languages.