Alternative Parallel Processing Approaches Jonathan Sagabaen.
Alternative Assessment Approaches
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Transcript of Alternative Assessment Approaches
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8/14/2019 Alternative Assessment Approaches
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Alternative Assessment Approaches (Vera F. Gutierrez-Clellen)
This author considers L. ability and disability in its sociocultural
context (interactionist and constructivist perspective) vs. medical
models that view L. disability as a trait and a state residing in theindividual.
Several of suggestions to reduce (assessment) bias - modify the testing
situation:
1. Rewording instructions
2. Asking child to provide expl. For incorrect responses,3. Have parent or other trusted adult give the the test
4. Repeated presentations of test stimuli
But this may not give enough info. About the childs L. difficulties/L.
learning ability. Damico says to use explanatory analysis when
interpreting a childs school L. performance.
After a reported difficulty of a childs performance at school, series of
questions about whether the observed communication difficulties could
be due to any number of extrinsic factors ie. 2nd L. acq, test anxiety,
cross cultural difference or test bias. It would be teased apart.
Evaluator uses process of elimination until only intrinsic L. disability is
left.
However all of this may be biased since we dont know about the L.
mediation skills of the teachers and other adults (that could be
adding/causing the problem). Impossible to neutralize
situational/technical bias in L assessments.
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Theres a lack of data on L. dev and L. learning in different cultural
linguistic groups in the U.S. Criterion-referenced measures also require
culturally and linguistically valid criteria.
Ethnographic interviewing, language sampling in culturally relevant
contexts, and observing in settings in which actual communicative
competence is revealed may help the clinician determine the type of
mediated learning experiences teachers and family have provided for the
child and the extent to which chns L. performance reflects those
experiences.
Parental reports may be useful too to gather info. About a childs L.
status.
MacArthur Communicative Development Inventories toddler form
and found that parents of low socioeconomic and educ. Background can
provide reliable info. If the examiner uses culturally and
linguistically appropriate interview questions and L. inventories.
Mastergeorge over a pd. Of 2 yrs. Interviewed and observed 30 familiesof chn with both typical and delayed dev in their homes using
ethnographic methods. Shows that everyday problem-solving contexts
like pairing shoes and sorting laundry, provided valuable info. Abou the
tutorial strategies families used with their chn. And their beliefs abou
their chns learning. Thus, how we define getting a language sample
should be questioned. We can apply ethnographic methods here as
well to elicit L. samples thatreflect the actual L- learning
experiences of chn.
Lastly, ethnogr. Methods can also help diverse L. uses gain
recognition as skilled forms of L. i.e. playing the dozens in a
group of AA preschoolers as clear evidence of their emerging
sociolinguistic knowledge within their speech communities. Also
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peer-peer interactions used as basis to ID chn. Who may be less
skilled at these language contests who may benefit from increased
mediated socialization within their speech communities.
If L. assessments are to recognize cultural and linguistic diversity, a
redef. Of L. disability will be necessary:
designations like disability and handicap do not exist apart from
the institutional practices and cultural-meaning systems that generate
and nurture them. (Mehan)