ELM 200 Child And Early Adolescent Development And Psychology

Question: Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms” describes Concepts, Principales, and Checklist Items that can be used to evaluate assessments. Select two of the Checklist Items you think are extremely important when evaluating assessments for ELL students. Answer: Introduction: With growing priority of English as a world’s official language, there is an increasing number of English language learner’s (Lucas, 2008). Countries across the world with increased numbers of learner’s, needs to deploy strategies to meet needs of classroom students. The scope of the report deals with strategies that incorporate concepts, principles and checklist items for evaluation. Analysis: In order to meet needs of English language learner’s appropriate goals for learning, standards set for curriculum, pedagogical setting for socio-culture along with assessment with practices that are coherent (Allison, 2007). The classroom needs to provide motivation and ambience for learning. Learner’s in linguistically diversified classrooms has to be provided facilitating environment. Such environment will help learner’s pick-up more education and knowledge. Assessment needs to be diverted to include skill testing of students and capabilities. Testing of assessment needs to be done in a manner such that students do not get de-motivated and are able to get motivated from their performance in such examinations. Assessment and skill testing has to be undertaken in various areas of performance to test understanding related to vocal, written and other linguistic skill related to linguistic (Lynch, 2008). More strategies for linguistic needs to include more complicated scenarios such that students can competently deal with various situations. Conclusion: Analysis of pertinent facts reveals that classroom environment along with set assessment enables students to integrate better learning. Practices and other relevant understanding related to learning can help boosting knowledge. Students has to be made practice more such that they are able to reflect knowledge. Reference: Allison, B. N. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual classrooms. Middle School Journal, 12-18. Lucas, T. V.-G. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 361-373. Lynch, S. &. (2008). Developing standards-based individualized education program objectives for students with significant needs. Teaching Exceptional Children, 36-39.

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