Accountability Reform and Responsive Assessment for Immigrant Youth
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| Title: | Accountability Reform and Responsive Assessment for Immigrant Youth |
|---|---|
| Language: | English |
| Authors: | Miranda, Chandler Patton, Cherng, Hua-Yu Sebastian |
| Source: | Theory Into Practice. 2018 57(2):119-126. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Secondary Education |
| Descriptors: | Accountability, Educational Change, Immigrants, Migrant Children, Disadvantaged, Educational Policy, Performance Based Assessment, Integrated Curriculum, Public Schools, Educational Practices, Secondary Education, School Effectiveness |
| DOI: | 10.1080/00405841.2018.1425817 |
| ISSN: | 0040-5841 |
| Abstract: | Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement standardized tests. In this article, we explore how 1 highly successful high school that works exclusively with recently arrived immigrant teenagers has incorporated PBATs into its curriculum. We find that school leaders, teachers, and students agree that the use of rigorous performance assessments accomplishes language learning, content mastery, and test preparation simultaneously. |
| Abstractor: | As Provided |
| Number of References: | 44 |
| Entry Date: | 2018 |
| Accession Number: | EJ1183035 |
| Database: | ERIC |
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| Abstract: | Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement standardized tests. In this article, we explore how 1 highly successful high school that works exclusively with recently arrived immigrant teenagers has incorporated PBATs into its curriculum. We find that school leaders, teachers, and students agree that the use of rigorous performance assessments accomplishes language learning, content mastery, and test preparation simultaneously. |
|---|---|
| ISSN: | 0040-5841 |
| DOI: | 10.1080/00405841.2018.1425817 |
