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ERIC Number: ED378216
Record Type: Non-Journal
Publication Date: 1994-Sep
Pages: 84
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Authentic Teaching, Learning, and Assessment with New English Learners at International High School. A Series on Authentic Assessment and Accountability.
Ancess, Jacqueline; Darling-Hammond, Linda
International High School, New York (New York) is a secondary school for students who have been in the United States less than 4 years and who score below the 20th percentile on an English language proficiency test. The 310 students of 1988 came from 37 nations, and spoke 32 languages. An evaluation conducted in the 1991-92 school year indicates why this school is successful in keeping students, all of whom are considered at-risk in school until graduation. Classroom observation, portfolio committee conferences, interviews with faculty and students, and review of school documents, portfolios, and curricula show that the school is committed to a collaborative, experiential approach that combines reflection and authentic assessment with instruction. Developing English skills while using the native language as a resource for the student and society, using multiple learning contexts, providing career education, and involving teachers in decision making were cornerstones of the school's success. Five exhibits are samples of student work. Two tables present data about the school. (Contains 12 references.) (SLD)
NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; National Center for Research in Vocational Education, Berkeley, CA.; Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.