Classroom Assessment in Multiple Languages: A Handbook for Teachers
Autor Margo Gottlieben Limba Engleză Paperback – 11 apr 2021
Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll:
- Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages
- Add to your toolkit of classroom assessment practices in one or multiple languages
- Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire
- Recognize how social-emotional, content, and language learning are all tied to classroom assessment
- Guide multilingual learners in having voice and choice in the assessment process
“Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.”
~Kathy Escamilla
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Specificații
ISBN-13: 9781544384603
ISBN-10: 1544384602
Pagini: 264
Dimensiuni: 216 x 279 x 19 mm
Greutate: 0.75 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1544384602
Pagini: 264
Dimensiuni: 216 x 279 x 19 mm
Greutate: 0.75 kg
Ediția:1
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
"At long last, a book on K-12 assessment that takes an honest and comprehensive look at how the assessment needs of multilingual learners differ from those of monolingual learners. Gottlieb, building on a lifetime of wisdom regarding assessment for language learners, provides insightful, practical, and accessible advice for teachers and school leaders. She shares an abundance of tools and resources for putting responsibility for learning and reflection into the hands of teachers and school leaders and, most importantly, into the hands of the multilingual students themselves. This is no ordinary book of K-12 assessment practices; Gottlieb’s book exudes affirmation, respect, and value for our multilingual learners. This is social justice in practice."
"At its core, Classroom Assessment in Multiple Languages: Engaging Educators, English Learners, and Other Multilingual Learners puts forth a vision of assessment for multilingual learners that is collaborative, inclusive, and most importantly equitable. Dr. Gottlieb not only presents a comprehensive guide to align assessment, curriculum and instruction but her vision of this process honors the voices, as well as the linguistic and cultural assets that students bring to learning. The ESPEJO Curriculum Model, with its ‘mirrored’ cultural and linguistic curricular components, is a powerful example of this inclusive and respectful approach that creates a fully reflective portrait of the 'student as curriculum.'"
"When I first started working with complete beginners for the first time, I taught in English, interacted in English, assessed in English, and provided feedback in English. No wonder my students struggled so much in my class. I wish I had this guide to help me rethink how I assess language learners who are literate in their home language. Margo has been leading our field for decades now, and with this work she continues to help us shift our thinking about how we assess with an asset-based approach. Like her extensive body of work, this book adds the equity piece when assessing language learners."
"There are strong cultural, academic, and linguistic arguments for a pluralistic approach to working with bi/multilingual learners. While such an approach has been conceptualized by many for curriculum and pedagogy, the domain of assessment has proven to be more difficult. In this book, Margo Gottlieb addresses this gap in the field from a theoretical and practical perspective. She challenges all educators, including those who consider themselves monolingual or may speak languages other than those of their students, to approach assessment through a multilingual lens. The book uncovers common myths about multilingual assessment and provides practical strategies for educators to ensure fair and valid assessments for multilingual learners. A great resource for teachers and teacher educators."
"This book is a powerful and very needed resource in today’s multilingual learning spaces. Gottlieb demonstrates the importance of maintaining an asset-based lens while empowering educators to continue to fight for equity. This resource is unlike other professional books about assessment as it offers multidimensionality as we've never seen it- by leveraging our student's linguistic assets and using assessment for, of, and as learning. This book features deeply reflective questions to help you as an educator, as well as instructional teams and administrative leadership, to grow and develop culturally and linguistically responsive and asset-based pedagogy. This is a must-read for today’s empowered educator and change agent!"
"Margo Gottlieb’s Assessing Learning in Multiple Languages is a relevant and responsive book that challenges the monolingual bias of assessment in the United States. Full of scenarios and dispelling of myths, Gottlieb provides both theoretical underpinnings and practical strategies for multilingual assessment, which allows educators to be agents of assessment change in their own contexts. The book’s focus on social justice and equity for multilingual learners comes at a time when bilingual programs are growing in the United States, while there is a similar growing need for assets-based multilingual assessments that honor what students do know and are able to do in their mother tongues."
"Colleague Margo Gottlieb shows us what can be done when we truly challenge our monolingual biases in favor of creating schools where the multilingual identities of our richly diverse student and family communities are truly honored and valued. She adeptly moves us away from measuring students’ successes and failures based on their performance on high stakes tests to assessing the uniqueness of their strengths and capacities as they engage in classroom-based projects, performances, and products. Whether we teach in-person, remotely or both, this timely book should be the go-to source of responsive assessment practices for a multilingual world."
"At its core, Classroom Assessment in Multiple Languages: Engaging Educators, English Learners, and Other Multilingual Learners puts forth a vision of assessment for multilingual learners that is collaborative, inclusive, and most importantly equitable. Dr. Gottlieb not only presents a comprehensive guide to align assessment, curriculum and instruction but her vision of this process honors the voices, as well as the linguistic and cultural assets that students bring to learning. The ESPEJO Curriculum Model, with its ‘mirrored’ cultural and linguistic curricular components, is a powerful example of this inclusive and respectful approach that creates a fully reflective portrait of the 'student as curriculum.'"
"When I first started working with complete beginners for the first time, I taught in English, interacted in English, assessed in English, and provided feedback in English. No wonder my students struggled so much in my class. I wish I had this guide to help me rethink how I assess language learners who are literate in their home language. Margo has been leading our field for decades now, and with this work she continues to help us shift our thinking about how we assess with an asset-based approach. Like her extensive body of work, this book adds the equity piece when assessing language learners."
"There are strong cultural, academic, and linguistic arguments for a pluralistic approach to working with bi/multilingual learners. While such an approach has been conceptualized by many for curriculum and pedagogy, the domain of assessment has proven to be more difficult. In this book, Margo Gottlieb addresses this gap in the field from a theoretical and practical perspective. She challenges all educators, including those who consider themselves monolingual or may speak languages other than those of their students, to approach assessment through a multilingual lens. The book uncovers common myths about multilingual assessment and provides practical strategies for educators to ensure fair and valid assessments for multilingual learners. A great resource for teachers and teacher educators."
"This book is a powerful and very needed resource in today’s multilingual learning spaces. Gottlieb demonstrates the importance of maintaining an asset-based lens while empowering educators to continue to fight for equity. This resource is unlike other professional books about assessment as it offers multidimensionality as we've never seen it- by leveraging our student's linguistic assets and using assessment for, of, and as learning. This book features deeply reflective questions to help you as an educator, as well as instructional teams and administrative leadership, to grow and develop culturally and linguistically responsive and asset-based pedagogy. This is a must-read for today’s empowered educator and change agent!"
"Margo Gottlieb’s Assessing Learning in Multiple Languages is a relevant and responsive book that challenges the monolingual bias of assessment in the United States. Full of scenarios and dispelling of myths, Gottlieb provides both theoretical underpinnings and practical strategies for multilingual assessment, which allows educators to be agents of assessment change in their own contexts. The book’s focus on social justice and equity for multilingual learners comes at a time when bilingual programs are growing in the United States, while there is a similar growing need for assets-based multilingual assessments that honor what students do know and are able to do in their mother tongues."
"Colleague Margo Gottlieb shows us what can be done when we truly challenge our monolingual biases in favor of creating schools where the multilingual identities of our richly diverse student and family communities are truly honored and valued. She adeptly moves us away from measuring students’ successes and failures based on their performance on high stakes tests to assessing the uniqueness of their strengths and capacities as they engage in classroom-based projects, performances, and products. Whether we teach in-person, remotely or both, this timely book should be the go-to source of responsive assessment practices for a multilingual world."
Cuprins
Foreword
Preface
About the Author
Chapter 1: Who Are Multilingual Learners and Why Assess in Multiple Languages?
The Dilemma: But the term English learners doesn’t accentuate what our students can do!
What Is the Terminology (and Labels) for Multilingual Learners and Their Tie to Assessment?
What Are the Prevailing Theories of Language Learning?
What Is a Framework for Classroom Assessment in Multiple Languages?
How Might We Create a Language and Assessment Policy?
The Big Question: Why Assess in Multiple Languages?
What Is Assessment as, for, and of Learning for Multilingual Learners in Multiple Languages?
What Are Some Tips for Classroom Assessment in Multiple Languages?
How Might We Face the Issue? Instill an Assets-Driven Philosophy in Your Classroom or School!
How Might We Resolve the Dilemma? Accentuate What Multilingual Learners Can Do!
Resources for Multilingual Learners, Their Teachers, and Other School Leaders
Chapter 2: How Do We Get Started With Assessment in Multiple Languages?
The Dilemma: But I only speak English… someone needs to translate!
How Do We Begin to Think About Assessment for Multilingual Learners in Multiple Languages?
What Comes Next in Assessing in Multiple Languages?
How Is Classroom Assessment as, for, and of Learning Useful?
How Do Standards Impact Assessment in Multiple Languages?
How Is Assessment in Multiple Languages Related to Curriculum Design?
Where Does Translanguaging Fit Into Curriculum, Instruction, and Assessment?
How Might We Face the Issue? Create a Multilingual Resource Bank
How Might We Resolve the Dilemma? Enlist Multilinguals in the Assessment Process!
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 3: Planning Classroom Assessment in Multiple Languages
The Dilemma: But my students just socialize in their home language!
What Does Classroom Assessment in Multiple Languages Entail?
How Is Classroom Assessment an Expression of Curriculum Design?
Planning Classroom Assessment as, for, and of Learning for Curriculum and Instruction
Where Does Translanguaging Fit in Planning Assessment?
How Might We Face the Issue? Ask Questions and Listen to Your Students!
How Might We Resolve the Dilemma? Put Trust in Your Multilingual Learners!
Resources for Multilingual Learners, Teachers, and Other School Leaders
Chapter 4: Collecting and Organizing Assessment Information in Multiple Languages
The Dilemma: But my colleagues and school leaders simply don’t understand the value of multilingualism!
Why Match Data to the Purposes for Assessment?
What Resources Enhance Instruction and Assessment in Multiple Languages?
How Might We Collect and Organize Student Samples in Multiple Languages?
How Might We Face the Issue? Connect With Multilingual Families, Communities, and Other Educators
How Might We Resolve the Dilemma? Annotate Data From Your Multilingual Learners!
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 5: Interpreting Information and Providing Feedback in Multiple Languages
The Dilemma: But learning in multiple languages confuses students and teachers alike!
How Might We Interpret Everyday Classroom Data in Multiple Languages?
What Are Some Strategies for Interpreting Literacy Data?
How Might We Interpret Long-Term Projects in Multiple Languages?
What Is the Role of Feedback in Classroom Assessment in Multiple Languages?
What Is the Role of Collaboration in Interpreting Assessment Information?
How Might We Face the Issue? Create an International Network of Educators
How Might We Resolve the Dilemma? Believe in Your Students as Learners!
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 6: Evaluating and Reporting Assessment Information in Multiple Languages
The Dilemma: But the same grading policy for all students, including multilingual learners, just doesn’t make sense!
What Is the Basis for Evaluating Information From Assessment in Multiple Languages?
Rethinking Evaluating and Reporting Based on Assessment in Multiple Languages
How Might We Report Assessment Results?
Student Self-Reflection and Self-Reports: Assessment as Learning
Classroom-Generated Reports: Assessment for Learning
Unit-Level Reports: Assessment of Learning
How Is Grading a Form of Evaluation?
How Might We Resolve the Dilemma? Make Sure Multilingual Learners Are Represented in Grading Practices!
Grading Multilingual Learners in Times of Stress and Hardship
How Can Teacher Collaboration Improve Grading Practices?
How Might We Face the Issue? Evaluate Multilingual Learners and Multilingual Learners With Disabilities in the Context of Their Goals for Learning
How Might We Face the Dilemma? Make Sure Grading Practices Are Geared for Multilingual Learners
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 7: Taking Action Based on Assessment Results in Multiple Languages
The Dilemma: But assessment for multilingual learners is only in one language; what can we do to know who our students really are and what they can do?
What Are the Assets That Multilingual Learners Bring to Classroom Assessment?
How Might We Strengthen Your Stance for Taking Action Through Assessment as, for, and of Learning?
How Might We Take Action Through Reflective Practice?
Becoming Assessment Literate: A Schoolwide Action
Strength in Action for Large-Scale Assessment of Learning
How Can Stakeholders Take Action Based on Assessment Results?
How Might We Face the Issue? Take Action to Make Assessment Equitable for Multilingual Learners!
How Might We Resolve the Dilemma? Assess Multilingual Learners in Multiple Languages!
Resources for Multilingual Learners, Teachers, and Other School Leaders
Glossary
References
Index
Preface
About the Author
Chapter 1: Who Are Multilingual Learners and Why Assess in Multiple Languages?
The Dilemma: But the term English learners doesn’t accentuate what our students can do!
What Is the Terminology (and Labels) for Multilingual Learners and Their Tie to Assessment?
What Are the Prevailing Theories of Language Learning?
What Is a Framework for Classroom Assessment in Multiple Languages?
How Might We Create a Language and Assessment Policy?
The Big Question: Why Assess in Multiple Languages?
What Is Assessment as, for, and of Learning for Multilingual Learners in Multiple Languages?
What Are Some Tips for Classroom Assessment in Multiple Languages?
How Might We Face the Issue? Instill an Assets-Driven Philosophy in Your Classroom or School!
How Might We Resolve the Dilemma? Accentuate What Multilingual Learners Can Do!
Resources for Multilingual Learners, Their Teachers, and Other School Leaders
Chapter 2: How Do We Get Started With Assessment in Multiple Languages?
The Dilemma: But I only speak English… someone needs to translate!
How Do We Begin to Think About Assessment for Multilingual Learners in Multiple Languages?
What Comes Next in Assessing in Multiple Languages?
How Is Classroom Assessment as, for, and of Learning Useful?
How Do Standards Impact Assessment in Multiple Languages?
How Is Assessment in Multiple Languages Related to Curriculum Design?
Where Does Translanguaging Fit Into Curriculum, Instruction, and Assessment?
How Might We Face the Issue? Create a Multilingual Resource Bank
How Might We Resolve the Dilemma? Enlist Multilinguals in the Assessment Process!
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 3: Planning Classroom Assessment in Multiple Languages
The Dilemma: But my students just socialize in their home language!
What Does Classroom Assessment in Multiple Languages Entail?
How Is Classroom Assessment an Expression of Curriculum Design?
Planning Classroom Assessment as, for, and of Learning for Curriculum and Instruction
Where Does Translanguaging Fit in Planning Assessment?
How Might We Face the Issue? Ask Questions and Listen to Your Students!
How Might We Resolve the Dilemma? Put Trust in Your Multilingual Learners!
Resources for Multilingual Learners, Teachers, and Other School Leaders
Chapter 4: Collecting and Organizing Assessment Information in Multiple Languages
The Dilemma: But my colleagues and school leaders simply don’t understand the value of multilingualism!
Why Match Data to the Purposes for Assessment?
What Resources Enhance Instruction and Assessment in Multiple Languages?
How Might We Collect and Organize Student Samples in Multiple Languages?
How Might We Face the Issue? Connect With Multilingual Families, Communities, and Other Educators
How Might We Resolve the Dilemma? Annotate Data From Your Multilingual Learners!
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 5: Interpreting Information and Providing Feedback in Multiple Languages
The Dilemma: But learning in multiple languages confuses students and teachers alike!
How Might We Interpret Everyday Classroom Data in Multiple Languages?
What Are Some Strategies for Interpreting Literacy Data?
How Might We Interpret Long-Term Projects in Multiple Languages?
What Is the Role of Feedback in Classroom Assessment in Multiple Languages?
What Is the Role of Collaboration in Interpreting Assessment Information?
How Might We Face the Issue? Create an International Network of Educators
How Might We Resolve the Dilemma? Believe in Your Students as Learners!
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 6: Evaluating and Reporting Assessment Information in Multiple Languages
The Dilemma: But the same grading policy for all students, including multilingual learners, just doesn’t make sense!
What Is the Basis for Evaluating Information From Assessment in Multiple Languages?
Rethinking Evaluating and Reporting Based on Assessment in Multiple Languages
How Might We Report Assessment Results?
Student Self-Reflection and Self-Reports: Assessment as Learning
Classroom-Generated Reports: Assessment for Learning
Unit-Level Reports: Assessment of Learning
How Is Grading a Form of Evaluation?
How Might We Resolve the Dilemma? Make Sure Multilingual Learners Are Represented in Grading Practices!
Grading Multilingual Learners in Times of Stress and Hardship
How Can Teacher Collaboration Improve Grading Practices?
How Might We Face the Issue? Evaluate Multilingual Learners and Multilingual Learners With Disabilities in the Context of Their Goals for Learning
How Might We Face the Dilemma? Make Sure Grading Practices Are Geared for Multilingual Learners
Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders
Chapter 7: Taking Action Based on Assessment Results in Multiple Languages
The Dilemma: But assessment for multilingual learners is only in one language; what can we do to know who our students really are and what they can do?
What Are the Assets That Multilingual Learners Bring to Classroom Assessment?
How Might We Strengthen Your Stance for Taking Action Through Assessment as, for, and of Learning?
How Might We Take Action Through Reflective Practice?
Becoming Assessment Literate: A Schoolwide Action
Strength in Action for Large-Scale Assessment of Learning
How Can Stakeholders Take Action Based on Assessment Results?
How Might We Face the Issue? Take Action to Make Assessment Equitable for Multilingual Learners!
How Might We Resolve the Dilemma? Assess Multilingual Learners in Multiple Languages!
Resources for Multilingual Learners, Teachers, and Other School Leaders
Glossary
References
Index
Notă biografică
Margo Gottlieb, a staunch advocate for multilingual learners and their teachers, has always envisioned multilingualism and multiculturalism
as cornerstones of education. As co-founder and lead developer of WIDA at the University of Wisconsin¿Madison, over her career, Margo has been a language teacher, coordinator, bilingual facilitator, director of assessment and evaluation, and an international advisor. Having presented and keynoted across the United States and in 25 countries, she has worked with universities, organizations, governments, states, school districts, and schools in co-constructing linguistic and culturally sustainable educational policy and practice. Margo has been an invited blogger and speaker for virtual seminars, webinars, podcasts, book chats, and videos; in addition, she has enjoyed reviewing books, journal articles, policy papers, and grants.
Over the years, Margös scholarship has focused on co-designing language development standards frameworks for WIDA, TESOL International Association, Guam, and American Samoa, reconceptualizing classroom assessment, coconstructing curricular frameworks for multilingual learners, and evaluating language policy. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the US Department of Education¿s Inaugural National Technical Advisory Council, and was honored by TESOL International Association for her significant contribution to the TESOL profession.
Holding a PhD in Public Policy Analysis, Evaluation Research, and Program Design, Margo has published extensively, having authored, co-authored, or co-edited over 100 publications including monographs, guides, manuals, white papers, technical reports, articles, more than 30 chapters, encyclopedia entries, and 20 books. Joining Assessment in Multiple Languages: A Handbook for School and District Leaders (2022) and its companion, Classroom Assessment in Multiple Languages: A Handbook for Teachers (2021), she is proud to add this 3rd edition of her best-selling book to her Corwin compendium.
as cornerstones of education. As co-founder and lead developer of WIDA at the University of Wisconsin¿Madison, over her career, Margo has been a language teacher, coordinator, bilingual facilitator, director of assessment and evaluation, and an international advisor. Having presented and keynoted across the United States and in 25 countries, she has worked with universities, organizations, governments, states, school districts, and schools in co-constructing linguistic and culturally sustainable educational policy and practice. Margo has been an invited blogger and speaker for virtual seminars, webinars, podcasts, book chats, and videos; in addition, she has enjoyed reviewing books, journal articles, policy papers, and grants.
Over the years, Margös scholarship has focused on co-designing language development standards frameworks for WIDA, TESOL International Association, Guam, and American Samoa, reconceptualizing classroom assessment, coconstructing curricular frameworks for multilingual learners, and evaluating language policy. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the US Department of Education¿s Inaugural National Technical Advisory Council, and was honored by TESOL International Association for her significant contribution to the TESOL profession.
Holding a PhD in Public Policy Analysis, Evaluation Research, and Program Design, Margo has published extensively, having authored, co-authored, or co-edited over 100 publications including monographs, guides, manuals, white papers, technical reports, articles, more than 30 chapters, encyclopedia entries, and 20 books. Joining Assessment in Multiple Languages: A Handbook for School and District Leaders (2022) and its companion, Classroom Assessment in Multiple Languages: A Handbook for Teachers (2021), she is proud to add this 3rd edition of her best-selling book to her Corwin compendium.
Descriere
What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do.
Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll:
“Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.”
~Kathy Escamilla
Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll:
- Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages
- Add to your toolkit of classroom assessment practices in one or multiple languages
- Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire
- Recognize how social-emotional, content, and language learning are all tied to classroom assessment
- Guide multilingual learners in having voice and choice in the assessment process
“Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.”
~Kathy Escamilla