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Assessment and Esl on the Yellow Big Road to the Withered of Oz: On the Yellow Big Road to the ...

ISBN: 9781895411775 | 1895411777
Format: Paperback
Publisher: Portage & Main Pr
Pub. Date: 1/1/1995

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Table of Contents
Prefaceix
Introduction1(1)
Chapter Overview
2(2)
The Four Themes
4... MORE
Contextual Assessment
9(1)
Why We Have Written This Book
10(1)
Kiss Me, Teacher: What Teachers Need to Know
11(16)
Where We Are Coming From
11(6)
Barb's early years
11(4)
Mary's early years
15(1)
Which reality is the real world?
16(1)
Why We Need to Assess
17(2)
What Educators Want and Need to Find Out
19(5)
Effective Assessment
24(1)
Conclusion
25(2)
What Shape Will We Use? Red! Testing vs. Alternative Forms of Assessment
27(24)
The Horns of the Dilemma
27(3)
How assessment differs from testing
29(1)
Standardized Tests
30(13)
Standardized language-proficiency tests
35(9)
Testing is here to stay
44
Alternatives to Standardized Testing
43(7)
Trusting teachers
43(1)
Alternative assessment is appropriate
44(5)
Final outcomes
49(1)
Conclusion
50(1)
Determining the Navel Assigned to the Factor: Initial Placement
51(40)
Before Students Arrive: A Procedure
53(3)
Initial Identification
56(3)
The home-language survey
57(2)
Assessing Oral Proficiency
59(4)
The home-language interview
59(2)
Oral assessment options
61(2)
Assessing Literacy
63(3)
Standardized testing options
63(3)
Determining Primary-Language Literacy
66(5)
Home-language literacy
66(2)
The primary-language literacy test
68(1)
Higher-level measures of literacy
68(1)
Holistic measures of writing
69(2)
Tentative Placement in the Proper Grade
71(16)
Placement scenarios: Three students
72(15)
Follow-up Assessment
87(1)
Secondary Placement Dilemmas
87(2)
Conclusion
89(2)
We're Working Hardly: Emerging Literacy
91(50)
Ways of Seeing
92(8)
The importance of context
93(1)
The basic features of language in context
94(4)
Context and assessment are interrelated
98(1)
The language framework and traditional testing
98(2)
Emergence
100(5)
Emergence and second-language learners
102(1)
Emerging oral proficiency
102(1)
Emergent literacy
102(3)
Gaining Control Over Forms
105(35)
Levels of literacy production (writing)
106(12)
Levels of literacy development (reading)
118(22)
Conclusion
140(1)
Diving for Pearls in Their Shelves: How and Where to Find Information
141(38)
Defining What You Want to Know
142(3)
Finding the answers
143(1)
The Quad
143(2)
Observation of Process
145(12)
Speaking and listening
146(4)
Reading
150(7)
Observation of Product
157(16)
Writing
157(16)
Traditional Assessment Tools
173(4)
Classroom measures
173(4)
Decontextualized measures
177(1)
Conclusion
177(2)
The Santa Maria, the Pimpas, and the Ninny: Checklists, Anecdotes, and Conferences
179(18)
How to Record Your Observations
180(16)
Checklists
180(6)
Anecdotes
186(6)
Interviews and conferences
192(4)
Conclusion
196(1)
Flying Without an Earplan: Stories From The Trenches
197(22)
Dan's Story: Alice
197(6)
Andrea's Story: Hung
203(4)
Dolores's Story: Ricardo
207(4)
Mary's Story: Tong
211(6)
Conclusion
217(2)
The Final Nail in the Coffee: Grades
219(18)
The Stakeholders and What They Need to Know
221(2)
Grading Issues for ESL
223(8)
Questions to consider
225(2)
Setting standards
227(4)
Modifying Grades
231(5)
Conclusion
236(1)
Lunching Several Measures: Presenting the Information to Stakeholders
237(30)
Systematizing Information
237(5)
The reporting system objectives
238(4)
Presenting the Data
242(13)
Narratives
243(4)
Checklists
247(1)
Portfolios
248(7)
Meeting with the Stakeholders: Holding Conferences
255(10)
Parents
255(8)
Teachers
263(2)
Conclusion
265(2)
Fight to the Spinach! Making the Change
267(10)
Working for Change
267(3)
Collaboration Is Critical
270(5)
Resolving the Problems
271(2)
Collaboration in secondary schools
273(2)
Conclusion
275(2)
CONCLUSION277(4)
Make the Choice
277(1)
Have a Plan
278(1)
Change in the Classroom
279(1)
Communicate with the Stakeholders
280(1)
Appendix A: Grading Guidelines for Writing281(2)
Appendix B: Reproducible masters283(10)
Glossary of Terms293(2)
Bibliography295(8)
Index303

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