Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners

摘要

Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the increasing number of ELL in our preschool to high school classrooms, educators need to employ assessment measures that fairly and accurately identify individual strengths and areas of need. Informal assessment is an authentic solution to the need for formative evaluation that is adaptable to language and cultural diversity, individual learning styles, and personal challenge. Informal assessment also helps to realistically inform instruction.