NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ792017
Record Type: Journal
Publication Date: 2008-May
Pages: 12
Abstractor: Author
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0360-9170
Exchanging Assessment for Accountability: The Implications of High-Stakes Reading Assessments for English Learners
Alvarez, Laura; Corn, Jennifer
Language Arts, v85 n5 p354-365 May 2008
During the 2004-05 school year, Parkview Elementary School experienced a dramatic shift from a focus on authentic assessment and responsive, individualized teaching to a one-size-fits-all approach to literacy assessment and instruction. In an effort to boost test scores, the district mandated the use of Open Court Reading, a scripted language arts program, and an accompanying assessment system. Our concerns led us to engage in teacher research examining this assessment system and its impact on our English Learner students. Our research raises serious questions about the value of the Open Court assessments and the larger movement they represent, with particularly detrimental effects for English Learners. Specifically, the Open Court assessment system did not provide us with the information needed to target instruction for our English learners and encouraged a style of teaching which left these students behind. Since the implementation of Open Court Reading and its assessment system, the school has seen a widening gap between the achievement of English Learners and English Only or Fluent English Proficient students. (Contains 5 figures and 1 footnote.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A