MARC details
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11638nam a2200241 a 4500 |
| 001 - CONTROL NUMBER |
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42336 |
| 003 - CONTROL NUMBER IDENTIFIER |
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0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20240411200337.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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210707n s 000 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2015045167 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781483381060 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Gottlieb, Margo |
| 245 10 - TITLE STATEMENT |
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| Title |
Assessing English language learners : |
| Medium |
[electronic resource] |
| Remainder of title |
bridges from language proficiency to academic achievement / |
| Statement of responsibility, etc. |
Margo Gottlieb |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Thousand Oaks, California : |
| Name of publisher, distributor, etc. |
Corwin, A SAGE Company, |
| Date of publication, distribution, etc. |
2016. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
1 online resource. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 1: Assessment as a context for teaching and learning: bridges to equity -- 1. Assessment of language learners: the bridge to educational equity -- 2. Assessment of academic language through standards: the bridge to systemic equity -- 3. Assessment of the language of the content ares: the bridge to academic equity -- 4. Assessment of oral language and literacy development: the bridge to linguistic equity -- Part 2: Assessment from a different perspective: the bridge to schoolwide equity -- 5. Assessment as learning: the bridge to student equity -- 6. Assessment for learning: the bridge to teacher equity -- 7. Assessment of learning: the bridge to administrator equity -- 8. Assessment results: feedback, standards-referenced grading, and reporting: the bridge to sustained educational equity. Machine generated contents note: Organization of the Book / Margaret Heritage -- Audiences / Margaret Heritage -- Why Focus on Equity? / Margaret Heritage -- Why Center on Language Learners With Special Attention to English Language Learners? / Margaret Heritage -- Who Are Our English Language Learners? Facts and Figures of the Changing Demographic / Margaret Heritage -- What's in a Name? / Margaret Heritage -- Who Are the Educators of Language Learners? / Margaret Heritage -- What Are Linguistically and Culturally Responsive Classrooms and Schools? / Margaret Heritage -- Resource 1.1 Describing Your Language Learners / Margaret Heritage -- Resource 1.2 Identifying Educators of English Language Learners / Margaret Heritage -- Resource 1.3 A Rating Scale of a Linguistically and Culturally Responsive School / Margaret Heritage -- ch. 1 Assessment of Language Learners: The Bridge to Educational Equity / Margaret Heritage -- Considerations in Assessing English Language Learners / Margaret Heritage -- Identification of English Language Learners / Margaret Heritage -- Phase I Measures / Margaret Heritage -- Phase II Measures / Margaret Heritage -- Identification of English Language Learners With Disabilities / Margaret Heritage -- Educational Policy and Its Impact on Assessment / Margaret Heritage -- Principles for Assessing Language Learners / Margaret Heritage -- Formative or Summative? Which One Is It? / Margaret Heritage -- Introducing Assessment as, for, and of Learning / Margaret Heritage -- Purposes for Assessing English Language Learners / Margaret Heritage -- Measuring Academic Language Proficiency and Academic Achievement / Margaret Heritage -- Planning Ahead: An Assessment Schedule / Margaret Heritage -- Academic Language Use and Assessment / Margaret Heritage -- Reaction and Reflection / Margaret Heritage -- Resource 1.1 A Decision Tree for the Identification and Placement of English Language Learners / Margaret Heritage -- Resource 1.2 A Sample Language Use Survey for Newly Enrolled Students / Margaret Heritage -- Resource 1.3 A Sample Oral Language Use Survey for English Language Learners / Margaret Heritage -- Resource 1.4 A Sample Literacy Use Survey for English Language Learners / Margaret Heritage -- Resource 1.5 Purposes for Classroom Assessment, Types of Measures, and Language(s) of Assessment / Margaret Heritage -- Resource 1.6 A Hypothetical Calendar for Assessment of Learning for English Language Learners: State and District Levels / Margaret Heritage -- Resource 1.7 An Inventory of Initial Measures and Assessment Policies for English Language Learners / Margaret Heritage -- ch. 2 Assessment of Academic Language Through Standards: The Bridge to Systemic Equity / Margaret Heritage -- College and Career Readiness Standards, Other Content Standards, and Related Assessment / Margaret Heritage -- Getting Organized for Standards-Referenced Assessment of Academic Language Use / Margaret Heritage -- Academic Language: The Bridge Connecting Content Standards and Language Proficiency Development Standards / Margaret Heritage -- Academic Language Functions in Standards / Margaret Heritage -- The Foundation for Language "Proficiency" Assessment: Language Proficiency/Development Standards / Margaret Heritage -- Performance Definitions / Margaret Heritage -- Language Proficiency/Development Standards / Margaret Heritage -- Supports for Instruction and Assessment / Margaret Heritage -- Implementing a Standards Framework Through Essential Actions / Margaret Heritage -- Integration of Standards and Assessment in an Educational System / Margaret Heritage -- Reaction and Reflection / Margaret Heritage -- Resource 2.1 Grouping English Language Learners by Levels of Language Proficiency / Margaret Heritage -- Resource 2.2 Language Proficiency/Development Standards / Margaret Heritage -- ch. 3 Assessment of the Language of the Content Areas: The Bridge to Academic Equity / Margaret Heritage -- Planning for Standards-Referenced Assessment / Margaret Heritage -- Getting Organized for Assessment / Margaret Heritage -- The Language of Mathematics / Margaret Heritage -- The Dimensions of Academic Language: Implications for Assessment and Instruction / Margaret Heritage -- The Language and Culture of Mathematics Operations / Margaret Heritage -- Measuring the Language of Mathematics / Margaret Heritage -- The Language of Language Arts / Margaret Heritage -- The Dimensions of Academic Language: Implications for Instruction and Assessment / Margaret Heritage -- Measuring the Language of Language Arts / Margaret Heritage -- Opportunities for Crosslinguistic Transfer Through Cognates / Margaret Heritage -- The Language of Science / Margaret Heritage -- The Dimensions of Academic Language: Implications for Instruction and Assessment / Margaret Heritage -- Measuring the Language of Science / Margaret Heritage -- The Language of Social Studies / Margaret Heritage -- The Dimensions of Academic Language: Implications for Instruction and Assessment / Margaret Heritage -- Using Cooperative Learning Strategies to Promote Oral Interaction / Margaret Heritage -- Using Graphic and Visual Supports for Instruction and Assessment / Margaret Heritage -- Measuring the Language of Social Studies / Margaret Heritage -- The Language of Other Content Areas / Margaret Heritage -- Reaction and Reflection / Margaret Heritage -- Resource 3.1 Features Associated With Assessment of Content and Language Across the Curriculum / Margaret Heritage -- ch. 4 Assessment of Oral Language and Literacy Development: The Bridge to Linguistic Equity / Margaret Heritage -- Getting Ready for Standards-Referenced Assessment / Margaret Heritage -- Language Proficiency Assessment: Oral Language / Margaret Heritage -- The Nature of Listening Comprehension / Margaret Heritage -- Instructional Assessment of Listening Comprehension / Margaret Heritage -- The Nature of Speaking / Margaret Heritage -- Instructional Assessment of Speaking / Margaret Heritage -- Language Proficiency Assessment: Literacy / Margaret Heritage -- The Nature of Reading / Margaret Heritage -- Ideas for Reading Strategies for ELLs / Margaret Heritage -- Expansion of Reading to Digital Literacy / Margaret Heritage -- Multiliteracies / Margaret Heritage -- Instructional Assessment of Reading / Margaret Heritage -- The Nature of Writing / Margaret Heritage -- The Difference Between Genres and Text Types / Margaret Heritage -- Crosslinguistic Transfer / Margaret Heritage -- The Convergence of Content and Language / Margaret Heritage -- Reaction and Reflection / Margaret Heritage -- Overview of Assessment as, for, and of Learning / Margaret Heritage -- The Role of Rubrics in Assessment as, for, and of Learning / Margaret Heritage -- Holistic, Analytic, and Task-Specific Rubrics / Margaret Heritage -- Using Rubrics With Assessment as, for, and of Learning / Margaret Heritage -- Resource 11.1 Assessment as, for, and of Learning in My School / Margaret Heritage -- Resource 11.2 A Checklist Descriptive of Linguistically and Culturally Responsive Rubrics / Margaret Heritage -- ch. 5 Assessment as Learning: The Bridge to Student Equity / Margaret Heritage -- Connecting Students and Classrooms / Margaret Heritage -- The Role of Teachers in Assessment as Learning / Margaret Heritage -- The Benefits of Assessment as Learning / Margaret Heritage -- Assessment as Learning Practices / Margaret Heritage -- 1. Student Involvement in Planning Assessment as Learning / Margaret Heritage -- 2. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Student Involvement in Implementing Assessment as Learning / Margaret Heritage -- 3. Student Involvement in Evaluating Assessment as Learning / Margaret Heritage -- Exemplifying Assessment as Learning: Students as Self- and Peer Assessors / Margaret Heritage -- Questions and Prompts for Self-Assessment / Margaret Heritage -- Types of Student Self-Assessment / Margaret Heritage -- Student Self-Assessment as Information Gathering and Feedback / Margaret Heritage -- Peer Assessment / Margaret Heritage -- Reaction and Reflection / Margaret Heritage -- ch. 6 Assessment for Learning: The Bridge to Teacher Equity / Margaret Heritage -- Formative Processes / Margaret Heritage -- What the Literature Says / Margaret Heritage -- Assessment for Learning: A Teacher-Directed Process / Margaret Heritage -- Common Instructional Products / Margaret Heritage -- Defining Common Assessment / Margaret Heritage -- Academic Language Use Within Common Assessment / Margaret Heritage -- The Importance of Inter-Rater Agreement in Documenting Common Instructional Products / Margaret Heritage -- Design and Implementation of Common Instructional Products / Margaret Heritage -- Planning a Unit of Learning With Common Assessment in Mind / Margaret Heritage -- Evaluation of Common Instructional Products / Margaret Heritage -- Reaction and Reflection / Margaret Heritage -- Resource 6.1 Example Language Expectations for Language Learners at Varying Language Proficiency Levels / Margaret Heritage -- Resource 6.2 Activities, Tasks, or Projects? / |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
This thoroughly updated edition of Gottlieb's classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment. The book includes: a focus on academic language use in every discipline, from mathematics to social studies, within and across language domains -- emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement -- a reconceptualization of assessment as, for, and of learning -- reflection questions to stimulate discussion around assessment policies and practices to maximize opportunities for teacher input and student engagement. This book is an essential resource for preservice and in-service teachers, educator teams, and school leaders striving toward equity in every classroom. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Ability testing. |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| Source of heading or term |
sears |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://drive.google.com/file/d/1q11iEK-PYVAIKNWSynA4rzO_dZQc-amo/view?usp=sharing">https://drive.google.com/file/d/1q11iEK-PYVAIKNWSynA4rzO_dZQc-amo/view?usp=sharing</a> |
