Sociocultural Assessment

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Assessments are important tools that educators use for a variety of reasons. The basic use of assessments is for measuring the student’s knowledge. For English Language Learners and special education students, assessments are generally used for placement. Using the results from the evaluations, educators use their findings to place the students in the most beneficial class for them. As more ELL students enter the classroom as well as other diverse scholars, the importance of having knowledge of different assessments and teaching strategies becomes imperative and basically mandatory. When entering the kindergarten English Language Learners classroom at Sprout State School of the Arts, the head teacher was able to give inciteful information in regards to the many educational questions that were asked concerning the different facets of education in the classroom. Through a lengthy interview with the teacher, information was gained concerning indicators of exceptionality in ELL students, information pertaining to the use of formal and informal assessments in placement, the role of parents and teachers in placement, as well as underachievement factors that may not need special education needs, justification for changes in proficiency levels, the integration of assessment types and the benefits of the SIOP protocol for all learners.

The United States is fast becoming culturally diverse and in order to provide efficient, appropriate, and individualized care, nurses need to be culturally competent. Cultural competence involves being aware of yourself, your existence, thoughts, and environment, and ensuring that those elements do not unjustly affect the patients you care for (Giger, 2013). It is adapting your care to be compatible with the culture of your client and is an ongoing, conscious process. I recently was able to talk with a fabulous woman from Ecuador, who I will refer to as LG. In this paper, I will review LG’s cultural background using the categories of Giger and Davidhizar’s Transcultural Assessment Model (Giger, 2013, pp. 6-10).

The researcher has provided a description of the definition of feedback and the importance of feedback in enhancing language skills. Also, the concept of peer correction is presented with a detailed account of how peer correction is implemented, the benefits of peer correction and how this strategy can be approached differently in the EFL class. Furthermore, the empirical research that underpins the value of peer correction is presented in order to support the idea of the present

It lays out ten principles to help support the academic achievement in content learning for ELLs. Principle one is “knowing ELLs’ strengths and weaknesses in English.” This involves testing and diagnosing a student’s English proficiency level in all areas including listening, speaking, reading, and writing. I believe this is similar to assessing a student’s BICs and CALPs. Principle two is “set a common content objective and differentiate the language objective.” This principle suggests that the teacher should provide differentiation by adjusting the linguistic input. For example the ELL student will be given a shorter poem to achieve the same objective as the rest of the class. Principle three is to “make differentiation manageable for the teacher.” This principle basically says that differentiation should be achieved by making small variations to the base activity, or the process may become too daunting or time consuming. This makes sense because as we know teachers need to use their time wisely and if something takes up to much time, they may be less likely to do it. This principle will help ensure that teachers will make differentiating a part of their daily routine by making it manageable and realistic.

The score I applied for my Social/Cultural score/evaluation was a 7. The goal I have set is to enjoy life and spend more time with the spouse and children. This goal is not only realistic but it is being achieved. We have been spending dedicated time each weekend to enjoy our time together. I’m very proud in getting to talk with the kids and seeing their view of what is important to them in life. The thing I need to improve is finding time to talk with

You brought up an interesting question. Your question certainly reminds us that even the assessment process cannot avoid relational influences. Groth-Marnat (2009) asserted that rapport affects the client’s test attitude and performance. Therefore, a mutual respect and collaborative assessment process between the psychologist and client are integral to conducting an accurate assessment. Certainly, I believe the client can contribute to increase the accuracy of assessment by providing his or her cultural background. Also, honesty in the client’s part would help. Nevertheless, I believe that ultimately, the responsibility of conducting a culturally sensitive assessment falls on the assessing psychologist (see American Psychologist Association,

Multilevel classrooms provide many benefits and challenges for all stakeholders involved. Often time’s multilevel classrooms have students at varied levels in their respective and expressive language skills and cognitive develop. Providing differentiated instructions allows slower, and delayed learners to work within their Zone of Proximal development, while more advance learners can continue to exceed without being held back. Equitable classroom practices provide individual help for all students. Students are at different levels of literacy in their native language and for English Language Learners (ELL) have the additional challenge of language acquisitions in their second language. Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms delineates assessment principles for ELL students in a sociocultural

Osborn thought diverse cultural understanding was particularly important in welcoming ELs: “You want to encourage your students to have questions about other cultures. You want to encourage your students to share about their own culture” (Osborn, 2016). Being able to express their own culture gives ELs a sense of belonging. They get to become active members of the class. This can be seen in Mrs. Young’s classroom in Yoon (2007): “Mrs. Young used many intentional approaches to include ELLs in learning activities, to embrace their cultural differences, and to help them sustain their culture...She believed that prompting English-speaking peers’ understanding about other cultures was a way to help ELLs be a part of the community” (p. 222). Sharing in students’ interests and culture not only helped ELs learn, but helped them build peer relationships. It gave them a sense of belonging within the classroom. Exploring school relationships further, Osborn mentioned the importance of building relationships with ESL teachers to ensure ELs’ success. “When you take a team approach instead, you’ve partnered with them and you start going through strategies…You’re more likely to find success a lot quicker than you are if you take an adversarial approach” (Osborn, 2016). ESL teachers are a great resource to ELs. They know things about ELs that classroom teachers may not, and vice versa. Working together allows the ESL and classroom teachers to better provide for ELs. Osborn’s opinion would also be valued on these questions: Is there any particular classroom setup that you find benefits your EL students (decorations, seating arrangements, etc.)? Do you have any strategies for working with an ESL teacher that may not be easy to get along

The challenge of maintaining equitability in higher education for all students has been impacted by the growing number of ESL students from international an immigrant backgrounds. The ESL student population in colleges and universities may additionally be underestimated due to students who speak English and another language with the same proficiency or those who choose not to identify themselves as nonnative English speakers. Particularly concerning is the validity and equitability of assessment measures

Our ESL learners receive English learning daily for approximately 60 minutes daily with trained ESL teachers, affording the students the time required within a small group to focus on English language learning activities. Lessons and activities depends on the students developmental and understanding of the English language. Therefore, promoting a fun and safe learning environment supported by teachers creating an optimal learning experience. Once students have obtained a level of social and academic English language, services become less intense. Providing students the opportunity to be successful in other learning environments independently. Students learning pathways are determined according to the guidelines of the Response to Intervention model.

This study investigated how both teachers and ESL students perceive written corrective feedback (WCF), focusing on their perception about the usefulness of different types and amount of WCF as well as their reasons for having such perceptions.

The ESL learner in the mainstream school: Discuss the nature of an ESL Learner and the cultural considerations teachers need to be aware of which may impact on the learner’s second language acquisition and, therefore, inform classroom practice.

Students who come from different academic, social, and cultural backgrounds have received different orientations towards literacy skills or the educational experience in general, which eventually influence their academic performance either as analytical readers, writers, class discussion participants, presenters, or note-takers. The multilingual and multicultural population of learners such as the ELLs comes to the English academic institutions with a wide range of life histories and experiences that might create some challenges and tensions in their L2 academic socialization. One of these challenges is proposed by the gap between ESL students’ interpretations of what

In having ESL students in the classroom there is a greater emphasis on the manner on how teachers grade written assignments. The ESL curriculum stresses the use of feedback primarily in written assignments to identify knowledge gap being shown in students work. Ken Hyland and Fiona Hyland in their paper published in The Modern Language Journal articulated how “feedback offers second language writers the