TY  - BOOK
AU  - Gottlieb,Margo
TI  - Assessing English language learners: bridges from language proficiency to academic achievement 
SN  - 9781483381060
PY  - 2016///
CY  - Thousand Oaks, California
PB  - Corwin, A SAGE Company
KW  - English language
KW  - Ability testing
KW  - sears
KW  - Study and teaching
KW  - Foreign speakers
N1  - 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.; 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?
N2  - 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
UR  - https://drive.google.com/file/d/1q11iEK-PYVAIKNWSynA4rzO_dZQc-amo/view?usp=sharing
ER  -