Details:
Table 1 in the Smith article describes concepts, principles, and checklist items that can be used to evaluate assessments.
Table 1, Sociocultural Assessment
| Concepts |
Principles |
Checklist Items |
| Useful Ear stakeholders |
Educative: Assessment is educative when it supports learning. improves student perfor-mance., and supports effective instructional deci, eons. |
Feedback: Does the assessment provide lately, actionable feedback to my students about the quality of their work and next steps for teaming'' Are scores and reports mend for stakeholders? |
|
|
Decisions: Does the assessment help me make instructional decisions that are beneficial for students? |
|
Practical: Assessment is practical When it is feasible and efficient within available tesourixs. |
Feasibility: Is the assessment feasible for me, given my students, work¬load, and resources? |
|
|
Efficiency: Dees the assessment efficiently provide the information needed by Toe, my students, and other stakeholders? |
| Meaningful For purposes |
Relevant: Assessment is relevant when it em-phasizes understanding important content and performing authentic tasks, |
Content: Is the assessment content important? Does it reflect professional standards for the discipline? |
|
|
Tasks: Are the assessment tasks authentic? Are they coherent with my be¬liefs about learning and know ine'? Do they elicit my students best work? |
|
Accurate: Assessment is accurate when it pro¬duces valid results based on reliable evidence and expert judgments of quality. |
Validity: Do the assessment results match my specified purpose for the assessment? Does the format of the assessment follow its function? |
|
|
Reliability: Are the assessment results elinsistent across tasks, time, and judgments? |
| Equitable For all students |
Open: Assessment is open when it is a participative process and discloses its purposes expectations. criteria, and consequences. |
Participation: Is the assessment process open to participation by inter¬ested stakeholders. including my students? |
|
|
Disclosure: Do my students understand the assessment its purpose. What is expected, how it will be judged. and its consequences? |
|
Appropriate: Assessment is appropriate when it fairly accommodates students' sociocultural. linguistic. and developmental needs |
Fairness: lithe assessment un-biased in terms of my students languages and cultures? Does it contribute to equal outcomes for my students? |
|
|
Impact: Are the personal and social consequences of the assessment equi¬table for my students? |
Select two of the checklist items you think are important when evaluating assessments for ELL students. In a 500-word essay describe those items within a brief summary of the article to defend why you believe the two items are of particular importance. Include at least three sources from your reading to support your position.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
Article- Principles and Practices of Sociocultural Assessment - Foundations for Effective Strategies for Linguistically Diverse Classrooms
Marvin E. Smith. Annela Teemant and Stefinee Pinnegar