目次

Foreword Eugene García Preface Acknowledgments PART I Cultural Validity in Assessment—Basic Concepts 1. Assessing the Cultural Validity of Assessment Practices: An Introduction-Guillermo Solano-Flores 2. The Role of Language in Assessment- Elise Trumbull and Guillermo Solano-Flores PART II Assessing Students of Linguistically and Culturally Diverse Backgrounds 3. Assessing English Language Learners: Critical Issues- Jamal Abedi 4. Cognition, Culture, Language, and Assessment: How to Select Culturally Valid Assessments in the Classroom- María del Rosario Basterra 5. Using Appropriate Assessment Processes: How to Get Accurate Information about the Academic Knowledge and Skills of English Language Learners – Rebecca Kopriva and Ursula Sexton 6. Ensuring Valid Educational Assessments for ELL Students: Scores, Score Interpretation, and Assessment Uses- Richard P. Durán 7. Promoting Cultural Validity in the Assessment of Bilingual Special Education Students- John J. Hoover and Janette Klingner 8. Overview of Current Federal Policies in Assessment and Accountability and Their Impact on ELL Students- Julia Lara and Magda Chia PART III Field Efforts to Increase Cultural Validity in Assessment 9. Language Arts: Designing and Using a Reading Assessment for Learners Transitioning to English-Only Instruction- Elise Trumbull and Nanette Koelsch 10. Addressing the Language Demands of Mathematics Assessment: Using a Language Framework and Field Research Findings- Elise Trumbull and Guillermo Solano-Flores 11. Science and Literacy Assessments with English Language Learners- Okhee Lee, Alexandra Santau, and Jaime Maerten-Rivera PART IV Conclusion 12. Reflections on the Promise of Cultural Validity in Assessment- Elise Trumbull, María del Rosario Basterra, and Guillermo Solano-Flores