ERIC Number: EJ781942
Record Type: Journal
Publication Date: 2008-Jan
Reference Count: 73
Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners
Spinelli, Cathleen G.
Reading & Writing Quarterly, v24 n1 p101-118 Jan 2008
Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the increasing number of ELL in our preschool to high school classrooms, educators need to employ assessment measures that fairly and accurately identify individual strengths and areas of need. Informal assessment is an authentic solution to the need for formative evaluation that is adaptable to language and cultural diversity, individual learning styles, and personal challenge. Informal assessment also helps to realistically inform instruction.
Descriptors: Informal Assessment, Formative Evaluation, Second Language Learning, Cultural Pluralism, English (Second Language), Cultural Differences, Second Language Instruction, Educational Diagnosis, Evaluation Methods, Educational Assessment, Cognitive Style, Special Needs Students, Disproportionate Representation, Disabilities, Limited English Speaking, Test Use, Standardized Tests, Measurement Techniques, Testing Problems, Culture Fair Tests, Special Education, Student Placement
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A