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Accountability Reform and Responsive Assessment for Immigrant Youth

Authors :
Miranda, Chandler Patton
Cherng, Hua-Yu Sebastian
Source :
Theory Into Practice. 2018 57(2):119-126.
Publication Year :
2018

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.

Details

Language :
English
ISSN :
0040-5841
Volume :
57
Issue :
2
Database :
ERIC
Journal :
Theory Into Practice
Publication Type :
Academic Journal
Accession number :
EJ1183035
Document Type :
Journal Articles<br />Reports - Descriptive
Full Text :
https://doi.org/10.1080/00405841.2018.1425817