Within these broad assessment approaches, the discussion addresses several challenges in EL testing practice and policy. Performance data-driven (i.e., micro-level) assessment can be used for summative purposes at the classroom level, or can provide formative feedback to inform teaching and learning as it happens ( Black, Wilson, and Yao, 2011 see Figure 7-1). Measurement-driven (i.e., macro-level) assessment is used summatively for large-scale accountability of student performances and for evaluating learning across broad intervals (e.g., annual progress). Assessment of STEM subjects, as with other academic areas, can be separated into two broad assessment approaches. This chapter discusses the role that assessment plays or potentially can play in ensuring English learners’ (ELs’) successful access to science, technology, engineering, and mathematics (STEM). Assessing STEM Learning among English Learners
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