A Case for Multidimensional Bilingual Assessment

Autor/inn/en	Sanchez, Serafin V.; Rodriguez, Billie Jo; Soto-Huerta, Mary Esther; Villarreal, Felicia Castro; Guerra, Norma Susan; Flores, Belinda Bustos
Titel	A Case for Multidimensional Bilingual Assessment
Quelle	In: Language Assessment Quarterly, 10 (2013) 2, S.160-177 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2013.769544
Schlagwörter	Bilingualism; Psychometrics; Difficulty Level; Language Tests; Bilingual Students; Disproportionate Representation; Special Education; Learning Disabilities; Language Proficiency; Cognitive Processes; Hermeneutics; Problem Solving; Holistic Approach; English Language Learners; Special Needs Students; Testing Accommodations; Time; Glossaries; Language Skills; Influences; Prior Learning; Differences; Cognitive Ability; Teacher Attitudes; Test Validity; Spanish; Native Speakers + Suchen Sie Ihr Suchwort? Bilingualismus; Psychometry; Psychometrie; Schwierigkeitsgrad; Language test; Sprachtest; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Language skill; Language skills; Sprachkompetenz; Cognitive process; Kognitiver Prozess; Hermeneutik; Problemlösen; Holistischer Ansatz; Sonderpädagogischer Förderbedarf; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Zeit; Glossary; Glossar; Influence; Einfluss; Einflussfaktor; Vorkenntnisse; Unterscheiden; Denkfähigkeit; Lehrerverhalten; Testvalidität; Spanisch; Muttersprachler
Abstract	Current assessment practices in the United States are not able to accurately capture the total linguistic, cognitive, and achievement abilities of bilingual learners. There are psychometric complexities involved when assessing and interpreting test results of bilingual students, which impact the validity of this practice. Further, the compromise associated with measuring bilingual students in only one of their two languages has been found to produce a distorted picture, one that has contributed to the overrepresentation of bilingual students in special education programs. This study presents case data using a multidimensional bilingual assessment approach that provides evidence against a single language assessment approach. The results reveal the complexity associated with measuring bilingual students' skills as well as the quandary that is introduced. The case data demonstrate the importance of a multidimensional bilingual assessment that begins with determining a student's cognitive and academic language proficiency. The case data also demonstrate how the reliability and validity of other assessments may be impacted by the unique language development trajectories exhibited by bilingual learners. The study concludes with the recommendation to provide a multidimensional bilingual assessment, which will maximize the reliability and validity of results and provide teachers with the benefit of information in both languages that can then be used to facilitate instructional supports as well as link to meaningful instruction and interventions. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10