Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices

Autor/inn/en	Pizzo, Lianna; Chilvers, Amanda
Titel	Assessment and d/Deaf and Hard of Hearing Multilingual Learners: Considerations and Promising Practices
Quelle	In: American Annals of the Deaf, 161 (2016) 1, S.56-66 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Bilingual Students; Multilingualism; Educational Assessment; Children; Language Proficiency; Preservice Teacher Education; English Language Learners; Second Language Instruction; Language Tests; Standardized Tests; Performance Based Assessment; Response to Intervention; Language Teachers; Eligibility; Naturalistic Observation; Curriculum Based Assessment; Educational Strategies; Portfolio Assessment; Placement; Sign Language; Alternative Assessment; Faculty Development + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Mehrsprachigkeit; Multilingualismus; Education; assessment; Bewertungssystem; Child; Kind; Kinder; Language skill; Language skills; Sprachkompetenz; Lehramtsstudiengang; Lehrerausbildung; Fremdsprachenunterricht; Language test; Sprachtest; Standadised tests; Standardisierter Test; Leistungsermittlung; Language teacher; Sprachunterricht; Eignung; Naturbeobachtung; Lehrstrategie; Portfoliobeurteilung; Betriebspraktikum; Praktikum; Gebärdensprache
Abstract	The authors address considerations and promising practices relating to assessment of d/Deaf and Hard of Hearing Multilingual Learners. DMLs' unique culture(s), language(s), and learning needs must be considered when assessments of this population are being planned, conducted, and interpreted. The authors address theory and research on (a) general considerations for the overarching assessment process, (b) specific assessment approaches used to assess DMLs, and (c) assessment of language proficiency for diverse language learners. In addition, basic recommendations for the assessment of DMLs are made, including increased availability of assessments in various languages, use of multiple sources of individual and family data, assessment of all languages, and incorporation of a strong assessment component (that includes nondiscrimination practices) into teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01