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Beverly P. Farr

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Table of Contents
    Preface ix
    Foreword, Geneva Gay xiii
    Chapter 1:
    The Challenge of Assessment Equity in a Diverse Society
    Hopes and Fears Surrounding Assessment Reform 1
    Educational Reform and the Place of Assessment 4
    Defining Diversity 5
    Effects of Unequal Status 10
    Attitudes toward Diversity 11
    Demographic Trends 13
    Differences in Ways of Knowing and Learning 15
    Multicultural Education 16
    The Role of Language in Assessment 19
    Democracy and Diversity 19
    Myths about Diversity 20
    Sociopolitical and Ethical Issues in Assessment 23
    New Thinking about Instruction and Assessment 24
    Concluding Comment 28
    Commentary: Amalia Mesa-Bains 28
    Chapter 2:
    History, Trends and Critical Questions 39
    History of Testing in the United States 39
    National Trends in Assessment-1990s 42
    Attention to Equity 52
    Critical Questions Related to Equity 58
    Larger Issues 64
    Commentary: Julia Lara 66
    Chapter 3:
    Curricular Considerations 73
    Constructivism in the Classroom 74
    Multicultural Literacy, Bilingual Education, and the School Curriculum 79
    Curricular Issues Related to Equitable Assessment 88
    Larger Issues 105
    Commentary: Virginia Gonzalez 109
    Chapter 4: Language in Instruction and Assessment 119
    Language and the New Assessments 120
    Language, Thought, and Learning 121
    Language Proficiency 127
    Cummins' Framework for Bilingual Language Proficiency: 135
    Language Use 143
    The Language Demands of Performance Assessments: Some Examples 157
    Summary and Recommendations 164
    Commentary: Sharon Nelson-Barber 167
    Chapter 5:
    Developing Equitable Assessment Systems 177
    Philosophical Framework 178
    Procedural Guidelines for Development 202
    Administration, Scoring, Interpretation, and Use 224
    Commentary: Linda Winfield and Josie Bane 240
    Chapter 6:
    Portfolio Assessment: Potential for Equity 253
    Why Focus on Portfolios? 253
    What Is Meant by "Equity in Assessment?" 254
    Moving toward an Assessment Culture 257
    Portfolios: A Process Tool 258
    Criteria for Valid and Equitable Performance Assessments 263
    Positive Features of Portfolios for Diverse Classrooms 269
    Grading or Scoring Portfolios 285
    Portfolio Examples in Diverse Communities 300
    Commentary: Kathryn H. Au 309
    Chapter 7:
    Voices from the Field 321
    Unschooled Immigrant Children Developing an Assessment System that Makes Sense (Liz Wolfe, Redwood City School District, California) 323
    Getting Beyond Simple Translation (Verma Pastor, Arizona Department of Education) 325
    The Evolution of the Alaska Direct Writing Assessment (Judith Entwife, Alaska Department of Education) 329
    Rosie's Walk and Other Stories: Teacher Development of Performance Tasks (Robert Shorb, Alvord School District, Riverside, California) 332
    "The test was explain with secretly words": Reflections on Performance Assessment of English Language Learners (Jerome Shaw, Far West Laboratory, San Francisco, CA) 334
    Helping Diverse Students Take Charge of their Learning (Susan Glazer, Rider University, Lawrenceville, New Jersey) 343
    "I can tell why things happen": Student Self-reflection (Karen Mitchell and Bernie Sorenson, Juneau, Alaska, School District) 345
    Student Projects on the Navajo Reservation (Shirley Fields, Chinle Unified School District, Arizona) 352
    Concluding Thoughts, Edmund Gordon 355
    Appendices 359
    About the Authors 401
    Index



New 2005! Available in January! Help for understanding many of the most important topics related to language and schooling.
Language and Learning:
What Teachers Need to Know
Elise Trumbull, Educational Consultant
Beverly P. Farr, Director of Research, Rockman et al, San Francisco

Here's your opportunity to learn more about language issues - like how a second language is learned, what the relationship is between oral proficiency and literacy, and how to treat dialect differences that appear in students' writing or speaking. This guide is illustrated with examples from a wide range of grade levels and settings that are relevant for ALL teachers. Each chapter takes a major topic and presents the critical content within that topic. The authors point out implications for practice, suggest teacher research activities to germinate into personal inquiry, collaborative research, or professional development, and include additional text boxes (Teacher Notes) offering illustrations or expansions of important instructional concepts or ideas. There are also lists of recommended readings at the end of each chapter.
2005 Paperbound 288pp est. ISBN: 1-929024-80-0 Order #177 $39.95

Assessment Alternatives for Diverse Classrooms
Beverly P. Farr
Elise Trumbull

Through the eyes of experts, you see how to foster meaningful learning, as you ensure fairness in your everyday assessment practices.
1996 Hardbound 421pp ISBN 0-926842-51-X (K-8) Order #307 $34.95


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Contents
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Table of Contents
    Preface

    1. Introduction to Language, Elise Trumbull, Beverly Farr, Katherine Richardson Bruna, and Rosalinda Quintanar-Sarellana

    2. Language, Culture, and Society, Elise Trumbull

    3. Language Acquisition and Development in Young Children, Beverly Farr

    4. Second-Language Acquisition and Development, Beverly Farr and Katherine Richardson Bruna

    5. Language and Literacy, Elise Trumbull

    6. Effective Instructional Strategies for Students Learning a Second Language or with other Language Differences, Beverly Farr and Rosalinda Quintanar-Sarellana

    7. Language and Assessment

    References

    Glossary

    About the Authors