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Brittany Melton Produced as a class project at WKU for CFS 294- Fall, 2009 Assessing Children Whose Native Language is Not English
Preparing to Assess Children Whose Native Language is not English ,[object Object],[object Object],[object Object],[object Object]
English Language Learners ,[object Object],[object Object],[object Object],[object Object]
The Teachers Responsibility  ,[object Object]
Assessments in Different Languages ,[object Object],[object Object]
Normed Assessments ,[object Object],[object Object]
Using Multiple Assessments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Standardized Assessments A test that has specified content, procedures for administration and scoring, and normative data for interpreting scores. Children whose first language is not English are required to take standardized assessments which have not been created for someone whose second language is English .
Authentic Assessments  Learning that is real and meaningful.  Achievement that is worthwhile. Authentic assessment is found to the most beneficial for children whose native language is not English. It will give the teacher information about the child’s writing ability in English and also showcase this information for the parents.
English in the Home Children whose first language is not English typically speak only their native language in their home. This requires that the teacher or professional provide an atmosphere for them in the classroom that allows them to use their English skills. This also applies for when they are being assessed.  It may be difficult for them to be assessed in the same way as native English speakers if their only interaction with English is in the classroom.
Including the Parents ,[object Object],[object Object],[object Object],[object Object]
Strategies for Teachers ,[object Object],[object Object],[object Object],[object Object],[object Object]
Analyzing the Child’s Abilities ,[object Object],[object Object],[object Object],[object Object]
Conclusion I found that when assessing a child whose native language is not English you must follow specific considerations.  Here are a few: 1. Develop an understanding of the child’s background and family life 2.  Involve the parents throughout the process 3.  Don’t assume anything 4.  Evaluate the situation before assessing the child
References Schulz, M.M. (2009). Effective writing assessment and  instruction for young english language learners.  Early Childhood Education Journal , 37, 57-62.  Green, E.J. (1997). Guidelines for serving linguistically and culturally diverse.  Early Childhood Education Journal , 24(3), 147-154. Wortham, S.C. (2008).  Assessment in early childhood education . Upper Saddle River, New Jersey: Pearson Merrill Prentice Hill.

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Assessment Powerpoint

  • 1. Brittany Melton Produced as a class project at WKU for CFS 294- Fall, 2009 Assessing Children Whose Native Language is Not English
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. Standardized Assessments A test that has specified content, procedures for administration and scoring, and normative data for interpreting scores. Children whose first language is not English are required to take standardized assessments which have not been created for someone whose second language is English .
  • 9. Authentic Assessments Learning that is real and meaningful. Achievement that is worthwhile. Authentic assessment is found to the most beneficial for children whose native language is not English. It will give the teacher information about the child’s writing ability in English and also showcase this information for the parents.
  • 10. English in the Home Children whose first language is not English typically speak only their native language in their home. This requires that the teacher or professional provide an atmosphere for them in the classroom that allows them to use their English skills. This also applies for when they are being assessed. It may be difficult for them to be assessed in the same way as native English speakers if their only interaction with English is in the classroom.
  • 11.
  • 12.
  • 13.
  • 14. Conclusion I found that when assessing a child whose native language is not English you must follow specific considerations. Here are a few: 1. Develop an understanding of the child’s background and family life 2. Involve the parents throughout the process 3. Don’t assume anything 4. Evaluate the situation before assessing the child
  • 15. References Schulz, M.M. (2009). Effective writing assessment and instruction for young english language learners. Early Childhood Education Journal , 37, 57-62. Green, E.J. (1997). Guidelines for serving linguistically and culturally diverse. Early Childhood Education Journal , 24(3), 147-154. Wortham, S.C. (2008). Assessment in early childhood education . Upper Saddle River, New Jersey: Pearson Merrill Prentice Hill.