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Assessment of Culturally and Linguistically Diverse Students, 3rd edition

Published by Pearson (March 20, 2019) © 2020

  • Socorro G. Herrera
  • Kevin G. Murry
  • Robin M. Cabral Wichita Public Schools

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For courses in English Learner (ESL/EFL) Assessment.

Pose and answer the important questions related to CLD learners

Assessment of Culturally and Linguistically Diverse Students addresses issues that are arising as levels of culturally and linguistically diverse (CLD) learners increase in classrooms across the country. This classroom-ready resource places the emphasis of assessment on the student as an individual and explores questions such as “Where should assessment efforts for CLD students be concentrated?;” ''What are the key aims of assessments?;” and “How should teachers use CLD student assessment findings?”

The 3rd Edition is completely updated with a new chapter on data-driven problem solving, new Teaching Tips and more.

Hallmark features of this title

  • Chapter Overviews and Objectives start each chapter, highlighting the purpose and idea behind each lesson.
  • Key Concepts and Questions for Review and Reflection sections provide readers with opportunities to reflect on critical content.
  • Accommodative Assessment Practices boxes provide glimpses of the bigger assessment picture and the way key theories and concepts can inform practice.
  • Assessment Freeze Frame boxes highlight snapshots of key points from the chapter narrative.
  • Assessment in Action boxes detail how-to information for developing, adapting, and refining accommodative assessment for CLD students.

New and updated features of this title

  • NEW: Updated research and features throughout the text ensure readers have access to the latest advances in the education of CLD students. The updated features support readers' comprehension and retention of key concepts discussed.
  • NEW: A brand new Chapter 7 is dedicated to data-driven problem-solving processes, addressing how instruction and assessment of CLD students requires educators to rethink key “standard” assessment concepts.
  • NEW: Teaching Tips boxes provide readers with considerations as they begin formulating site-specific applications of key concepts.
  • NEW: Activity Lesson Plans for easy-to-implement activities support pre- and in-service teachers in putting concepts into practice.
  • UPDATED: An expanded glossary provides easy reference for definitions of all key concepts highlighted in each chapter. Chapters 2 to 6 have been updated to focus on using assessment to inform instruction, helping readers understand the practical applications of assessments in daily instruction.
  1. Classroom Assessment Amidst Cultural and Linguistic Diversity
  2. Authentic Assessment
  3. Preinstructional Assessment: Re-Envisioning What Is Possible
  4. Assessment of Acculturation
  5. Assessment of Language Proficiency
  6. Assessment of Content-Area Learning
  7. Data-Driven Problem-Solving Processes
  8. Special Education Issues in the Assessment of CLD Students

About our authors

Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) and Teaching Reading to English Language Learners: Differentiated Literacies (2010, 2015). Dr. Herrera has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Research in Education, Journal of Curriculum and Instruction, Journal of Latinos and Education and Journal of Hispanic Higher Education. In addition to her writing, Dr. Herrera conducts multistate and international professional development on issues of instruction and assessment with CLD students.

Dr. Robin Morales Cabral currently works as an Instructor at the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education at Kansas State University. She has a background in district-level administration, bilingual speech language pathology, special education (SPED), literacy, assessment and intervention development for culturally and linguistically diverse (CLD) students. Dr. Cabral's research, teacher preparation efforts and education consultant activities emphasize strengthening teacher, school and district capacities to ensure CLD and SPED students' full access to an enriched core curriculum with appropriately individualized supports throughout their PreK to 12 educational experiences.

Dr. Kevin Murry is Associate Professor of Curriculum and Instruction in the College of Education at Kansas State University and is Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA). His scholarship has emphasized the professional development of K to 16 teachers for the assets/needs of culturally and linguistically diverse (CLD) students. Dr. Murry's recent research and publications have emphasized teacher readiness for best practice with English learners, culturally responsive teaching and assessment practices, as well as the linguistic and cross-cultural dynamics of critically reflective and biography-driven teaching. In addition to his 2 textbooks in ESL/EFL, he has contributed book chapters for Erlbaum & Associates and Association of Teacher Educators (ATE)/Association for Childhood Education International (ACEI). His recent articles appear in the Forum for International Research in Education, Journal of Curriculum and Instruction, Journal of Bilingual Education Research & Instruction and Journal of Teaching and Learning.

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