PRE-ASSESSMENT STRATEGIES
Determining prior knowledge in CLD students in Math begins with an in-depth data analysis of SPED (Special Education) teacher assessments and MAPS (Measures of Academic Progress) testing. In addition to this material and research, several solutions and best practices have been developed to get a real time gauge of a CLD students’ connectedness with material.
All of these pre-assessment methods can be used to assess prior knowledge, with ANY student, and not just CLD students. However, with a bit of research, it is clear, there is a shortage of personnel who are qualified to dedicate time and resources to adequately assess CLD students. A website called Educational Resources Information Center (ERIC Clearinghouse on Disabilities and gifted education) touches on the topic with a discussion about cultural and linguistic differences. In the article, the author, Jane Burnette (2000) says teachers and other staff are not provided with sufficient training and, “schools are struggling with related issues that affect such assessments, including how to involve parents of different cultures and languages who may not be aware of the schools' expectations of them and their part in the process, who may experience frustrations related to language or cultural differences, and who may not have the time, transportation, or child care capabilities to attend meetings scheduled at the school's convenience.”
However, it is still important to use any and all information possible to move these students forward in their education and we as teachers need to broaden our repertoire of teaching strategies to meet the needs and strengths of these students.
In the book, “Leaving too many children behind”, Hodgkinson (2003) insists that pre-assessment of students include a regard for them as whole persons in their family context, “including (1) school-based programs; (2) strong links between early childhood and schools; (3) strong parental support and involvement; (4) universal access; (5) a focus on children's physical, social, emotional, and intellectual development”.
Resources:
Burnette, J. (Dec, 2000). Assessment of Culturally and Linguistically Diverse Students
for Special Education Eligibility. Retrieved from http://www.hoagiesgifted.org/eric/e604.html
Hodgkinson, H. L. (2003). Leaving too many children behind: A demographer's view on the neglect of America's youngest children. Washington, DC: Institute for Educational Leadership.
Determining prior knowledge in CLD students in Math begins with an in-depth data analysis of SPED (Special Education) teacher assessments and MAPS (Measures of Academic Progress) testing. In addition to this material and research, several solutions and best practices have been developed to get a real time gauge of a CLD students’ connectedness with material.
- We look at key math indicators and milestones.
Are students below, at or above grade level? If they are struggling, we gather
information to determine if there are language or cultural differences. (ie:
are these from a lack of opportunities or from a disability)
- We use a team of assessment experts including
bilingual educators and interpreters.
- We look at the student’s environment through
observations and interviews at home, school and in the community to produce a
multi-dimensional assessment.
- On any given day, we give a pre-assessment
(Do-now) as the students enter the class to determine the understanding on the
material given the previous year or day. A list of pre-assessments can include:
(retrieved from: https://kendrik2.wordpress.com/2007/09/27/pre-assessment-strategies/
)
KWL charts and other graphic organizers
Writing prompts/samples
Questioning
Guess Box
Picture Interpretation
Prediction
Teacher observation/checklists
Student demonstrations and discussions
Initiating activities
Informational surveys/Questionnaires/Inventories
Student interviews
Student products and work samples
Self-evaluations
Portfolio analysis
Game activities
All of these pre-assessment methods can be used to assess prior knowledge, with ANY student, and not just CLD students. However, with a bit of research, it is clear, there is a shortage of personnel who are qualified to dedicate time and resources to adequately assess CLD students. A website called Educational Resources Information Center (ERIC Clearinghouse on Disabilities and gifted education) touches on the topic with a discussion about cultural and linguistic differences. In the article, the author, Jane Burnette (2000) says teachers and other staff are not provided with sufficient training and, “schools are struggling with related issues that affect such assessments, including how to involve parents of different cultures and languages who may not be aware of the schools' expectations of them and their part in the process, who may experience frustrations related to language or cultural differences, and who may not have the time, transportation, or child care capabilities to attend meetings scheduled at the school's convenience.”
However, it is still important to use any and all information possible to move these students forward in their education and we as teachers need to broaden our repertoire of teaching strategies to meet the needs and strengths of these students.
In the book, “Leaving too many children behind”, Hodgkinson (2003) insists that pre-assessment of students include a regard for them as whole persons in their family context, “including (1) school-based programs; (2) strong links between early childhood and schools; (3) strong parental support and involvement; (4) universal access; (5) a focus on children's physical, social, emotional, and intellectual development”.
Resources:
Burnette, J. (Dec, 2000). Assessment of Culturally and Linguistically Diverse Students
for Special Education Eligibility. Retrieved from http://www.hoagiesgifted.org/eric/e604.html
Hodgkinson, H. L. (2003). Leaving too many children behind: A demographer's view on the neglect of America's youngest children. Washington, DC: Institute for Educational Leadership.