Good Assessment Practices for Emergent Bilingual

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Good Assessment Practices for Emergent Bilingual

 

1 A Decision-Making Process Called PUMI

Good Assessment Practices for Emergent Bilingual

Themes from Chapter 1 (1) Teachers have to compromise along a continuum of

Good Assessment Practices for Emergent Bilingual

assessment practices leading to deficit or leading to promise. (2) Good assessment practices for emergent bilingual (EB)

Good Assessment Practices for Emergent Bilingual

students are grounded in four guiding principles or assumptions.

Good Assessment Practices for Emergent Bilingual

(3) A useful tool called PUMI can assist teachers in making informed and appropriate decisions about assessment.

Good Assessment Practices for Emergent Bilingual

Key Vocabulary Assessment or testing Assessment lens of promise Assessment lens of deficit Translanguaging PUMI (purpose, use, method and instrument)

Good Assessment Practices for Emergent Bilingual

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PUMI Connection: Purpose, Use, Method, Instrument

Good Assessment Practices for Emergent Bilingual

This chapter introduces the concept of PUMI – ‘purpose, use, method, instrument’ – which will be used in each chapter for the remainder of the book. PUMI is a decision-making process to help stakeholders make better

decisions about assessment for emergent bilingual (EB) students. The author recommends that when you are unsure about what questions to ask and what is important, start asking PUMI questions. What is the purpose? How

will the results be used? What is the best method? What is the best instrument? Finding the answers and understanding PUMI help slow down the process of assessment and lead us to using fewer and better assessments.

Good Assessment Practices for Emergent Bilingual

This foundational textbook has three primary objectives. First, it helps teachers and administrators understand the challenges with assessment and accountability for EB students that dominate the field today. Second, it

prepares teachers, administrators and leadership teams to make decisions about how to use and select appropriate assessments for EBs. Third, this book prepares educators to advocate on behalf of EBs in regard to appropriate

test-use policies and practices.

Good Assessment Practices for Emergent Bilingual

It’s a Continuum: Promise to Deficit Valid assessment for EBs is a complex scientific challenge,

Good Assessment Practices for Emergent Bilingual

especially in a monolingual schooling context. The various approaches to assessing EBs in the field today draw on contrasting views of assessment and bilingualism. This section briefly reviews a continuum of views, followed

by guiding principles that teachers and administrators can draw on as they make practical decisions about assessing EBs.

 

There are many ways to view the assessment of EBs, and these can be best understood as a continuum – a wide range of approaches with extremes on either end – ranging from deficit to promise. Promising approaches to

assessment highlight what the student knows and can do relative to multiple measures; on the other hand, deficit approaches highlight what the student doesn’t know, usually relative to one measure. What is especially

challenging is whether and how educators can look at EBs through

 

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a lens of promise within an accountability system focused on what children cannot do (Figure 1.1 and Table 1.1). Understanding this continuum will prepare the ground for better EB assessment policy, practice and advocacy.

 

The lens of promise is grounded in the ideas of dynamic bilingualism (García, 2009) and sociocultural assessment (Stefanakis, 1999), and is typically used in assessment courses and popular textbooks to guide educators in how

to assess (and instruct) EBs within a meaningful and culturally relevant context. However, more often than not, and in contrast to a promising lens, deficit views of assessment dominate the policies and accountability system

under which educators must perform.

 

Deficit and promise are strikingly different, and educators are required to negotiate them in a public-school setting in order to maintain good evaluations of their own teaching and do what is best for students. These two views

are presented here as a continuum; that is, one end of the continuum differs extremely from the other end, but points near one another on the continuum may not be that noticeably different. These two views are not a dichotomy

– mutually exclusive of one another, where educators must choose one view or the other. What is most common in schools today is a mix of both deficit and promising assessment approaches; state and district accountability

systems are more often connected to looking for deficits or areas where children are lacking, whereas classroom assessment is more connected to the approach of promise. Usually, teachers negotiate both views. Table 1.1

illustrates in more detail both ends of the continuum.

 

Figure 1.1 Assessment practices are on a continuum from deficit to promise

 

Assessment vs. Testing Oftentimes in conversations that take place in schools, the words

 

assessment and testing are mistakenly used synonymously. Assessment is a much broader concept than testing and can be thought of generally as the use of information from various sources to make decisions about a

student’s future instruction/schooling.

 

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Testing, on the other hand, is a measuring instrument that produces information we use in assessment. A test can be thought of generally to be like a measuring instrument such as a measuring cup or a scale or a tape measure

… used to measure ideas to help make decisions in schools. The example given above is a very simplified view, just to point out the difference between assessment and testing. Measuring flour in a measuring cup is much easier

than measuring language in a child emerging as bilingual.

 

Good Assessment Practices for Emergent Bilingual

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. 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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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