This book examines how the COVID-19 pandemic and racial inequities affect the educational assessment of students, either separately or in combination, as the health crisis was viewed as a factor intersecting with and exacerbating existing racial inequities in educational systems. The four empirical papers in this book attend to the challenges of implementing virtual standardized testing during the coronavirus pandemic, the different educational and assessment experiences of diverse groups of school-age students, and the reconsideration of traditional assessment approaches in response to mounting research evidence and growing concerns around enduring social and racial inequities faced by Black, Latinx, Asian, Indigenous, and other non-white citizens and communities. The four conceptual papers focus primarily on the ways in which assessment may contribute to systemic racism and offer potential solutions to move the educational assessment field forward. In totality, the volume offers needed empirical evidence, innovative methodological approaches, and theoretical and substantive examinations of the effects of the twin pandemics. Twin Pandemics will be a key resource for academics, researchers, and advanced students of Educational Assessment, Education, Psychometrics, Educational Research, Ethnic Studies, Research Methods, Sociology of Education and Psychology. The chapters included in this book were originally published as a special issue of Educational Assessment.

Grounded in research and rooted in practice, this book shows teachers of elementary students how to use formative assessment to build literacy and language skills across the curriculum. Based onathe authors'aworkawith English Language Learners, but relevant to all learners, Formative Assessment for Literacy, Grades K-6 includes methods for using formative assessment strategies to develop listening skills, oral language, and reading comprehension. The authors assist instructors by: Showing how formative assessment fits within broader frameworks for assessment and instruction Examining the stages in literacy skill development Discussing the teacher knowledge needed to effectively incorporate formative assessment The final chapter offers guidance for planning professional development in literacy assessment.

The study of families and educators who successfully sustain children's linguistic resources is a novelty in current educational research, where focus has largely been on the development of students' English language skills. In this book, Alison L. Bailey and Anna V. Osipova provide a systematic examination of the beliefs and practices of parents and educators who share the common goal of improving educational and social outcomes for multilingual children. Giving voice to parents and educators, they explore the strategies being devised to foster multilingualism and support its development both at home and in the classroom. This book presents new research findings and combines these with compelling firsthand accounts of the successes and concerns of both families and educators, making its content pertinent to a wide audience of researchers and a range of higher education courses.

This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children s oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.

With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.

The study of families and educators who successfully sustain children's linguistic resources is a novelty in current educational research, where focus has largely been on the development of students' English language skills. In this book, Alison L. Bailey and Anna V. Osipova provide a systematic examination of the beliefs and practices of parents and educators who share the common goal of improving educational and social outcomes for multilingual children. Giving voice to parents and educators, they explore the strategies being devised to foster multilingualism and support its development both at home and in the classroom. This book presents new research findings and combines these with compelling firsthand accounts of the successes and concerns of both families and educators, making its content pertinent to a wide audience of researchers and a range of higher education courses.

With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.

It's critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here's your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage's all-new Progressing Students' Language Day by Day.

Grounded in research and rooted in practice, this book shows teachers of elementary students how to use formative assessment to build literacy and language skills across the curriculum. Based onathe authors'aworkawith English Language Learners, but relevant to all learners, Formative Assessment for Literacy, Grades K-6 includes methods for using formative assessment strategies to develop listening skills, oral language, and reading comprehension. The authors assist instructors by: Showing how formative assessment fits within broader frameworks for assessment and instruction Examining the stages in literacy skill development Discussing the teacher knowledge needed to effectively incorporate formative assessment The final chapter offers guidance for planning professional development in literacy assessment.

"The Language Demands of School" is an edited volume describing an extensive empirical base for academic English testing, instruction and professional development. The chapters comprise empirical research by Bailey and colleagues at the National Center for Research on Evaluation, Standards, Student Testing (CRESST) at UCLA, and invited contributions by practitioners in the fields of language policy, testing and instruction. The central focus of the chapters is the research conducted by CRESST over the last two years in an attempt to document the academic English language demands placed on school-age learners of English. The three additional chapters give the perspectives of a policy-maker at the state level, test developers, and practitioners.
"The Language Demands of" "School "fills a gap in the current literature by addressing the kind(s) of English required of K-12 English Learner students from an evidence-based perspective. This is timely given the broader context of the No Child Left Behind Act of 2001, which has prompted school systems to identify English language proficiency tests to meet the federal mandate. One of the problems that has surfaced in the search for English language tests for K-12 English Learner students is the inadequacy of existing research on the development of the academic English language skills that "all" students--both English Learner and native English-speaking--need to be successful in the school setting. "The Language Demands of School" is devoted to exploring this topic and to presenting research that illuminates both the questions and the answers.