Assessing Special Populations of Students

Abstract

Purpose – To highlight and discuss a framework for promoting effective classroom assessment practice that supports the language and literacy development of English Learners (ELs).

Design/methodology/approach – Though it includes some practical recommendations, it primarily synthesizes the work found in theoretical books on EL assessment.

Findings – Provides information on the main issues teachers need to consider for engagement in effective assessment practices at the classroom levels, with particular attention to classroom-based assessment. It highlights the need for considering a multiliteracies approach.

Research limitations/implications – It focuses on ELs in the U.S. K-12 system, therefore, it does not encompass all the possible types of ELs. It does not focus on high-stakes testing.

Practical implications – A very useful source of information for both preservice and in-service teachers of ELs.

Originality/value – This chapter offers an overview of essential elements involved in the assessment of special populations of students as is the case of ELs in U.S. public schools.

Citation

Ehlers-Zavala, F.P. (2012), "Assessing Special Populations of Students", Ortlieb, E. and Cheek, E.H. (Ed.) Using Informative Assessments towards Effective Literacy Instruction (Literacy Research, Practice and Evaluation, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 221-247. https://doi.org/10.1108/S2048-0458(2012)0000001011