Maricopa Community Colleges  EDU246   20004-20032 
Official Course Description: MCCCD Approval: 02/22/00
EDU246 20004-20032 LEC 3 Credit(s) 3 Period(s)
Assessment of Linguistically Diverse Learners
Assessment of Limited English Proficient (LEP) students and programs. Covers identification, exiting, and ongoing assessment of student learning. Legal issues and historical perspectives also covered. Linking assessment to instruction and the review of methods and techniques employed for language and academic assessment included. Standards emphasized. Prerequisites: EDU225.
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MCCCD Official Course Competencies:
 
EDU246   20004-20032 Assessment of Linguistically Diverse Learners
1. Summarize federal and state mandates for the assessment of linguistically diverse students. (I)
2. Explain assessment reliability and validity. (II)
3. Explain the issue of bias. (II)
4. Summarize the process of administrating language tests. (II)
5. Identify instruments used to assess students for placement in Limited English Proficient (LEP) programs. (III)
6. Evaluate LEP student assessment files. (IV)
7. Develop assessments that are linked to instruction. (V)
8. Compare and contrast the various uses of assessment and their role in the education of LEP students. (VI)
9. Develop assessment techniques to match the Teachers of English to Speakers of Other Languages (TESOL) standards and state standards in language arts. (VII)
10. Summarize the role of parents in the assessment process. (VIII)
11. Explain the cultural aspects of assessment. (VIII)
12. Review current research in the area of assessment. (IX)
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MCCCD Official Course Outline:
 
EDU246   20004-20032 Assessment of Linguistically Diverse Learners
    I. Overview of Assessment
        A. Historical Perspective
        B. Federal Laws
        C. Supreme Court Cases
        D. State Mandates
      II. Concepts/Issues
          A. Terminology
          B. Reliability and Validity
          C. Examination of Test Protocols and Manuals
          D. Issue of Bias
          E. Over Representation in Special Education
          F. Under Representation in Special Education
        III. Assessment Instruments
          IV. Limited English Proficient (LEP) Student Files
              A. Home Language Survey
              B. Placement Tests
              C. Ongoing Assessments of Learning
              D. Exit Data
            V. Linking Assessment to Instruction
                A. Importance of Method Match
                B. Multiple Measures
                C. Portfolios
                D. Multiple Intelligences
              VI. Uses of Assessment
                  A. Placement in LEP Programs
                  B. Exiting Criteria
                  C. Measuring Academic Progress
                  D. Placement in Special Education
                  E. Evaluation of Programs
                VII. Teachers of English to Speakers of Other Languages (TESOL) and State Standards
                    A. Evaluation
                    B. Reflection of Standards in Assessment Practice
                    C. Curriculum Evaluation
                  VIII. Role of Parents
                      A. Notification
                      B. Partners
                      C. Socio-cultural Assessments
                    IX. Research
                        A. Current Practices
                        B. Future
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