Assessment Class Final (Nunez & Simak): Grad School

What does CLD refer to?

Culturally and linguistically diverse

Types of Bilingual Children (CONTEXT): Compound vs Coordinate

Compound Bilingualism: learning two languages in the same context (both languages used at home or at school)

Coordinate Bilingualism: learning each language in a separate environment (e.g. Spanish at home and English at school)

Types of Bilingual Children (TIME): Simultaneous vs Sequential

Simultaneous Bilingualism: child learns two language at the same time

Sequential Bilingualism: child learned a second language after acquiring their first language

Types of Bilingual Children (FLUENCY): Additive vs Subtractive

Additive Bilingualism: child learns the second language while reinforcing the first one

Subtractive Bilingualism: child learns a second language without reinforcing the first; child loses some knowledge of first language

Types of Bilingual Children (FLUENCY): Receptive vs Subordinate

Receptive Bilingualism: individuals who understand a second language but cannot actively use it

Subordinate Bilingualism: individual has one strong language, and they learn a second language through their first language (understands both)

What is an EL (English Learner)?

An individual who did not learn English as their first and primary language

BICS (Basic Interpersonal Communication Skills) vs CALP (Cognitive Academic Language Proficiency)

BICS: refers to conversational fluency in a language; refers to social, every day language

CALP: school-based language; complex

What is ethnographic interviewing?

A way to gain broad, descriptive information about a person’s background and experiences; clinician can gain an understanding of how those experiences have affected the person

Types of Bias: Construct vs Method vs Item

Concept: occurs when the concepts measured are not universal (e.g. a student new to the U.S. may not know the capital of all 50 states; this doesn’t ,Ean they have an inadequate level of geographical knowledge)

Method: refers to how the assessment is administered or acquired (e.g. not all students perform well on formal tests; this does not mean the student is dumb)

Item: refers to the content of an assessment (e.g. particular phrasing of a question using western names and languages)

Example of wording to use in diagnostic reports to report bias:

The X was administered to further probe X's language skills. The test manual indicates a sensitivity of 83% and specificity of 80%; these data suggest that the test accurately identifies 83 of 100 children who have language impairment (true positives) and 80 of 100 children who do not have language impairment (true negatives). Because this test was designed for monolingual English speakers and not for multilingual learners, in accordance with IDEA's policy on appropriate testing (Sec. 300.304), results are discussed in descriptive format.

Because of the lack of standardized language measures that are valid and reliable for children of multilingual and multicultural backgrounds, assessment information included naturalistic, play-based assessment of his communication. 

Low Incidence Populations define

Refers to disabilities that occur in low numbers including:

• Physically impaired

• Deaf/hard of hearing

• Blind/visually impaired

• ASD

• TBI

• Developmental cognitive disabilities (DCD)

• Other Health Disabilities (OHD)

What is Section 300.304 in IDEA for CLD learners?

Assessments/evaluations administered “in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally”

Emphasizes the allowance of variance from standard testing procedures, when necessary, to appropriately evaluate a student

T/F: States review ethnicity data in addition to race data to determine the presence of disproportionality

TRUE; S300.646

ALSO requires the local educational agency (LEA) to reserve the maximum amount of funds under S613(f) of the statute to provide early intervening services to children in the LEA, “particularly, but not exclusively” to those in groups that were significantly over identified

What is dynamic assessment?

• A method of assessment that believes a student’s ability to learn a skill (i.e., a student’s modifiability) is measured after a teaching phase led by an evaluator

• Based on the work of Vygotsky

• Active process that can assist evaluators in determining whether a speech-language impairment exists

What are the 3 Models of Dynamic Assessment?

1. Graduated Prompting

2. Testing the Limits

3. Test-Teach-Retest

Graduated Prompting define

• Involves using a hierarchy of predetermined prompts (minimal to maximal) to determine the child’s readiness to learn specific targets

• Prompts should vary in the level of contextual support they provide

Testing the Limits define

• Determining the highest level at which a child can respond, using a series of probes and elaborated feedback (elaborated feedback refers to feedback about why a child’s response was correct or incorrect and an explanation of the principles involved in a task; e.g. “the reason that Tommy was sad, not happy, was because…”)

Test-Teach-Retest define

• Refers to testing a child to see what they know, teaching new concepts, then retesting them to see if they obtained the information

MLE (Mediated Learning Experience) define

Verbally modeling the thinking process which leads to self-talk

• Intentionality, meaning, transcendence, competence are all components of MLE

Modifiability define

The way we describe a student’s response to a MLE based on our observations during a training session

• A student is considered to have a high rate of modifiability when they have success in learning (i.e. are responsive) to a MLE and there is relatively low examiner effort

What is fast mapping? HTTPS://WWW.YOUTUBE.COM/WATCH?V=3VPDTETKPAQ

• Helps students attach meaning to a new word when it is presented with other words that a student already knows

• Think Cate Crowley box example (e.g. this is a banana, this is a koob, can you show me the banana, and then can you show me the koob? etc.)

This assessment measure is beneficial when assessing overall comprehension and receptive/expressive language skills. This measure also helps children develop strategies to use when learning new words in different types of settings.

What is the English Non-Word Repetition Task?

A task in which children are asked to repeat 1, 2, 3, and 4 syllable non-words

This task measures short term and working memory, phonological awareness, speech perception, and overall intelligibility/articulation

What is narrative assessment/SLAM cards?

A task in which a child is shown cards portraying a story; relevant questions are asked

This assessment measure can be used to assess overall expressive language skills, comprehension, theory of mind, perspective taking, inferencing and problem solving skills