Assessment and Evaluation in Bilingual Education examines how dual language programs in the U.S. implement institutional policies and instructional practices for evaluating program quality and measuring student achievement, providing policymakers, practitioners, and other stakeholders with guidance for navigating bilingual/dual language settings.

Evaluating bilingual education programs requires assessing students' bilingualism, biliteracy and sociocultural competence. This book documents how dual language programs in the United States implement institutional policies and instructional practices for evaluating program quality and measuring student achievement. Literature consistently identifies seven guiding principles, with associated criteria, for implementing quality dual language programs: (a) program structure, (b) curriculum, (c) instruction, (d) assessment and accountability, (e) staff quality and professional development, (f) family and community and (g) support and resources. Emphasizing the assessment and accountability strand of quality dual language programs, this book provides policymakers, practitioners, as well as family and community members, explicit guidance around assessment and evaluation in bilingual/dual language settings.

Autorentext

Margarita Machado-Casas, Ph.D., is Professor and Chair in the Department of Dual Language and English Learner Education at San Diego State University. Machado-Casas investigates: (a) family and community multiliteracies, (b) migration and immigration, (c) bilingual teacher education, (d) technology in educational spaces and (d) assessment and evaluation. Saúl Isaac Maldonado, Ph.D., is Associate Professor in the Department of Dual Language and English Learner Education at San Diego State University; Co-director of the Developing Effective Bilingual Educators with Resources Project; and Co-director of the American Evaluation Association GEDI Scholars Program. Belinda Bustos Flores, Ph.D., is Associate Dean and Professor in the College of Education and Human Development at the University of Texas at San Antonio. In 2019, Flores received the AERA Bilingual Education Research SIG Lifetime Achievement Award.

Klappentext

Evaluating bilingual education programs requires assessing students bilingualism, biliteracy and sociocultural competence. This book documents how dual language programs in the United States implement institutional policies and instructional practices for evaluating program quality and measuring student achievement. Literature consistently identifies seven guiding principles, with associated criteria, for implementing quality dual language programs: (a) program structure, (b) curriculum, (c) instruction, (d) assessment and accountability, (e) staff quality and professional development, (f) family and community and (g) support and resources. Emphasizing the assessment and accountability strand of quality dual language programs, this book provides policymakers, practitioners, as well as family and community members, explicit guidance around assessment and evaluation in bilingual/dual language settings.

Zusammenfassung
Assessment and Evaluation in Bilingual Education examines how dual language programs in the U.S. implement institutional policies and instructional practices for evaluating program quality and measuring student achievement, providing policymakers, practitioners, and other stakeholders with guidance for navigating bilingual/dual language settings.

Inhalt

List of Figures - List of Tables - José Medina: Foreword - Preface - Introduction - Margarita Machado-Casas/Belinda Bustos Flores/Saúl I. Maldonado: Bilingual Education/ Dual Language Assessment and Evaluation Principles: A Decolonial Approach for Practitioners and Policymakers - Veronica Johnson/Janet Gabriela Cariño Ramsay/Saúl I. Maldonado: Prioritizing Sociocultural Competence as Indicator of Quality in Dual-language Programs: Cultural, Historical, Identity, Socio-emotional, Pedagogy, Action and Sustainability (CHISPAS) - Alexandra S. Guilamo: Advancing the Achievement of Dual Language Learners through Program Evaluation: A Framework for Assessing the Effectiveness and Impact of Dual Language Programs - Kip Téllez: The Assessment of Mathematical Knowledge in Elementary Level Dual Language Programs - Felicia Castro-Villarreal/Victor Villarreal/Ileana Umaña: Assessment of Bilingual Students: Best Practices and Recommendations for Members of the Multidisciplinary IEP Committee - Janelle Beth Flores/Karla C. Garza/T. Breanne Rochester/Yvonne Vera/Belinda Bustos Flores: Assessing Bicultural- Bilinguals' Language Development: Difference or Disorder? - Margarita Machado-Casas/Katherine Espinoza: Understanding Assessment and Evaluation When Preparing Bilingual Teacher Candidates - Leslie C. Banes: Uncovering Surprises: Teacher Candidates Learning to Assess Biliteracy in Argumentative Writing - Marco A. Bravo/Eduardo Mosqueda/Jorge L. Solís: A Classroom Observation Tool for Assessing Mathematics in Two Languages - Tiberio Garza/Margarita Huerta/Julie K. Jackson: Evaluating Teacher Attitudes towards Bilingualism and Best Science Teaching Practices for Bilingual Learners - Xochitl Archey: How Institutions of Higher Education Prepare Bilingual Teachers' Understanding, Developing and Use of Diversity- Differentiated Assessments - Eduardo Mosqueda/Marco A. Bravo/Jorge L. Solís/Saúl I. Maldonado: Assessing Emergent Bilingual Learners' Mathematical Biliteracy: Authentic Mathematics Writing Assessment System - Ana M. Hernández/Annette M. Daoud: Learning about My Students: Examination of Cultural Asset-Based Assessments in Dual Language Education - Appendices - Veronica Johnson/Janet Gabriela Cariño Ramsay/Saúl I. Maldonado: List of California's State Standards and Frameworks for Sociocultural Competence Considerations - Kip Téllez: Activities for Evaluating Mathematics Learning in Dual Language Programs - Felicia Castro-Villarreal/Victor Villarreal/Ileana Umaña: Considerations Before Special Education Recommendations for Bilingual Students - Felicia Castro-Villarreal/Victor Villarreal/Ileana Umaña: Training Sequence for IEP Committee Professional Development - Felicia Castro-Villarreal/Victor Villarreal/Ileana Umaña: Critical Points for Collaboration in the Multidisciplinary IEP Committee - Janelle Beth Flores/Karla C. Garza/T. Breanne Rochester/Yvonne Vera/Belinda Bustos Flores: Receptive and Expressive Language Pre- Referral Protocol for Bilingual Learners (RELPP- BL) - Leslie C. Banes: Process for Engaging Teachers in Collaborative Rubric Design for Biliterate Writing - Marco A. Bravo/Eduardo Mosqueda/Jorge L. Solís: MALLI Classroom Observation Protocol - Tiberio Garza/Margarita Huerta/Julie K. Jackson: Attitudes Towards Teaching Science to Bilingual Learners Instrument (ATTS- BL) Instrument - Xochitl Archey: Diversity- Differentiated Assessments Template - Eduardo Mosqueda/Marco A. Bravo/Jorge L. Solís/Saúl I. Maldonado: AMWAS Administration Guidelines/ Guía de administración de la evaluación AMWAS - List of Contributors - Index.