Assessment of Culturally and Linguistically Diverse Students

A much-needed resource for helping teachers assess the increasing number of diverse students and English learners in today’s K-12 classrooms, Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions. Written from the perspective of a differential lens on assessment practices for CLD students, the book focuses on the student as the driving force behind its narrative and organization and examines the Who, Where, What, When, and How of using appropriate assessment practices with CLD students.

Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera’s research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K—8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016), and Teaching Reading to English Language Learners: Differentiated Literacies (2010, 2015). Dr. Herrera has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Research in Education, Journal of Curriculum and Instruction, Journal of Latinos and Education, and Journal of Hispanic Higher Education. In addition to her writing, Dr. Herrera conducts multistate and international professional development on issues of instruction and assessment with CLD students.

Dr. Robin Morales Cabral currently works as an Instructor at the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education at Kansas State University. She has a background in district-level administration, bilingual speech language pathology, special education (SPED), literacy, assessment, and intervention development for culturally and linguistically diverse (CLD) students. Dr. Cabral’s research, teacher preparation efforts, and education consultant activities emphasize strengthening teacher, school, and district capacities to ensure CLD and SPED students’ full access to an enriched core curriculum with appropriately individualized supports throughout their PreK—12 educational experiences.

Dr. Kevin Murry is Associate Professor of Curriculum and Instruction in the College of Education at Kansas State University and is Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA). His scholarship has emphasized the professional development of K—16 teachers for the assets/needs of culturally and linguistically diverse (CLD) students. Dr. Murry’s recent research and publications have emphasized teacher readiness for best practice with English learners, culturally responsive teaching and assessment practices, as well as the linguistic and cross-cultural dynamics of critically reflective and biography-driven teaching. In addition to his two textbooks in ESL/EFL, he has contributed book chapters for Erlbaum & Associates and Association of Teacher Educators (ATE)/Association for Childhood Education International (ACEI). His recent articles appear in the Forum for International Research in Education, Journal of Curriculum and Instruction, Journal of Bilingual Education Research & Instruction, and Journal of Teaching and Learning.

1. Classroom Assessment Amidst Cultural and Linguistic Diversity2. Authentic Assessment
3. Preinstructional Assessment: Re-Envisioning What Is Possible
4. Assessment of Acculturation
5. Assessment of Language Proficiency
6. Assessment of Content-Area Learning
7. Data-Driven Problem-Solving Processes
8. Special Education Issues in the Assessment of CLD Students