Comparing Deficit Verses Promising Views of Assessment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Comparing Deficit Verses Promising Views of Assessment
It is important to note that stand-alone tests themselves are not bad. However, with the increase of testing and the high-stakes decisions made from test scores, most educators have become very frustrated with the way that
tests scores are used. The frustration is usually with the test-use, not the test, and especially for groups of students like EBs. Many times, policymakers, legislators, school boards, etc., use test scores for EBs in wrong – or invalid
– ways. Examples of this from current practice include using achievement test scores to judge language ability (wrong construct), using one test score only to reclassify an EB (never use one score to make a big decision) or
using test scores from a test that EBs cannot read very well (not a fair measure). It is important to point out that the educational measurement community does not support these types of test-use practices, and they do in fact
support promising practices for EBs.
Table 1.1 Comparing deficit vs. promising views of assessment
Leading to Promise Leading to Deficit
Students are active participants or agents in the evaluation, which takes place in an authentic learning environment. • Example: Teacher shares rubric with
students well ahead of assessment and students have the opportunity to ask questions and clarify what is expected.
Students are objects of evaluation – they do not know what is on the test; tests and responses to items are confidential. • Example: Teacher announces a ‘pop quiz’ and
students don’t know what to expect. • Example: State achievement tests are kept in locked
cabinets until a state-sanctioned time and day.
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Leading to Promise Leading to Deficit
Assessments look for what students can do – assessing ability. • Example: Teacher uses a portfolio to show
writing ability/strengths/potential.
Assessments look for disability or deficit in the child – assessing disability. • Example: Teacher highlights items that are wrong on
a multiple-choice test and results are compiled to create an academic intervention plan.
Each child represents an example of difference and complexity. • Students give an oral presentation of recent
changes in their family with audio, visual, digital and artistic components.
The learning deficit is in the child/family. • A very low-test score in math leads the teacher to say
‘the child is at a disadvantage. He would do better if he had more support at home’.
Assessments are authentic and contextualized. • Unknown to the students, a teacher uses a
checklist to observe and document use of English language during math problem- solving.
The assessment is decontextualized from authentic situations. • During an oral language standardized assessment,
the administrator reads each item and none of the items are connected or real. For example, ‘How many hands do you have?’ and scores the response.
Several measures are used to decide (similar to the idea of triangulation in research). • A teacher uses results of a reading retell,
role play and standardized reading assessment to make decisions about what level of reading the student should advance to.
Comparing Deficit Verses Promising Views of Assessment
A single measure determines a decision – frequently a high-stakes decision like reclassification or graduation. • A student has to score 65 or better on a state test to
Comparing Deficit Verses Promising Views of Assessment
graduate from high school.
Comparing Deficit Verses Promising Views of Assessment
Instructional decisions are made on an individual basis. • A student with high reading levels in the
Comparing Deficit Verses Promising Views of Assessment
home language is selected to be the leader of a bilingual dictionary activity.
Comparing Deficit Verses Promising Views of Assessment
If a child does not meet an expected norm, remediation is required. • All students below the 50th percentile on an English-
Comparing Deficit Verses Promising Views of Assessment
only math achievement test is automatically assigned to a pull-out remedial math course.
Comparing Deficit Verses Promising Views of Assessment
The assessment occurs over many points in time and with conferences and feedback from teacher and peers. • Writing in the home language is assessed
Comparing Deficit Verses Promising Views of Assessment
every five weeks of school to look for changes. Results are sent home to parents with a personal note from the student.
Comparing Deficit Verses Promising Views of Assessment
The assessment occurs at one point in time. • Testing day is April 10 from 9am to 11am.
Comparing Deficit Verses Promising Views of Assessment
The term ‘measurement community’ refers to measurement scientists who have studied educational measurement, topics such as fairness and validity, for several decades. The three
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organizations that dominate the science and use of test scores in the US are the American Educational Research Association (AERA), the American Psychological Association (APA) and the National Council on Measurement in
Education (NCME). The study of (educational) measurement is basically the practice of assigning numbers to traits like achievement, language, interest, aptitude and intelligence. Oftentimes, measurement scientists design
studies to try to validate whether those numbers really represent the trait and as a result, they make recommendations about how to use test scores; however, it is up to policymakers to write good policies about how to use test
scores. This is usually where ‘a disconnect’ occurs, leading to deficit assessment practices.
A good example of the increased attention toward EBs from the measurement community is an important publication called The New Standards for Educational and Psychological Testing (AERA, APA, NCME, 2014) where
standards for fair test-use are made explicit for the first time in a separate chapter on ‘Fairness in Testing’. Fairness, especially with subgroups like ‘individuals with disabilities’ and examinees classified as ‘limited English
proficient’ received increased attention by the measurement community (AERA, APA, NCME, 2014). In this important document, fairness in testing is considered a central idea, as those responsible for test development are held
to the standard of designing all steps of the testing process to be accessible to the widest possible range of individuals, removing barriers, such as English proficiency, that may create unfair comparisons or interpretations of test
scores (AERA, APA, NCME, 2014). Details about standards for fair testing are presented, especially on topics such as validity, test design and accommodations. Unlike previous versions of these standards, the importance of
testing EBs (and other groups who have been marginalized from fair test development and interpretation) in a fair way has become a central idea.
Home language is typically undervalued or ignored Although federal, state and most district accountability systems
focus primarily on the assessment of English, this book emphasizes the importance of recognizing bilingualism. A fundamental assumption of research and practice in the education of EBs is that the students’ home language(s)
is a resource to develop, not a problem to overcome. Promising assessment
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practices focus on how students really use language, in authentic ways. If the purpose is to measure content knowledge in history, then the assessment can be conducted in English, Spanish or a combination of two or more
languages that is meaningful to the student and can better show what the child knows (see Figures 1.2 and 1.3 for examples of translanguaging in a content-area assessment).
Figure 1.2 Example 1 of translanguaging in assessment
Figure 1.3 Example 2 of translanguaging in assessment
Home Language Assessment There are typically very few or no formal assessments available
in schools for home language, which in this age of accountability leads to a de-emphasis of it (if it’s not tested, it’s not taught). Another aspect of this issue is accountability. The increase in accountability to measure and show
gains in English that came with No Child Left Behind (NCLB) has caused schools – and some bilingual schools – to abandon instructional time for developing the home language because they are no longer held accountable for
showing growth in it. And in some cases, schools may even abandon bilingual programs altogether. Kate Menken and Cristian
Comparing Deficit Verses Promising Views of Assessment
Comparing Deficit Verses Promising Views of Assessment
RUBRIC
QUALITY OF RESPONSE
NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Comparing Deficit Verses Promising Views of Assessment