INTRODUCTION TO NONBIASED ASSESSMENT OF MULTICULTURAL STUDENTS WITH LANGUAGE IMPAIRMENT

I. DIAGNOSTIC PIE** Language is a system of symbols used to represent concepts formed through exposure and experience Students’ experiences may differ from mainstream school expectations If teachers refer ELL students for testing, there may be a difference, not disorder, because of experiential differences LI=disorder in both L1 and English!!

4 quadrants in the “Diagnostic Pie”** Quadrant 1==normal ability, adequate background Quadrant 2==normal ability, limitations of linguistic experience, environmental exposure Quadrant 3==LI, adequate background Quadrant 4==LI limitations of linguistic experience, environmental exposure

Dr. Ron Gillam (CSHA)

II. INDICATORS OF LI

III. LEGISLATION: IDEA 2004** We must evaluate in a nondiscriminatory manner Tests must be administered in most proficient communication mode Testing cannot reflect limited English; must reflect child’s ability in area tested

The IDEA does not require that standardized measures are used** Traditionally, many special educators have used standardized tests because they believe that a quantitative score is mandated by federal law; however, the law does not exclude subjective or qualitative measures. It leaves the choice of measurement tools and criteria to the educator.

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IV. PRE-EVALUATION PROCESS** Before doing formal testing, it is extremely important to carry out the following: – 1. Language proficiency testing – 2. Ethnographic interviewing and case history – 3. Teacher evaluation of student’s classroom performance

Language Proficiency Testing** Primary language? Dominant language? Interview parents, teachers, interpreters who have worked with the student

Be careful of the label “English Proficient”

Youtube video: ** Channel Celeste Roseberry Assessment of ELLs with Language Impairment: Gathering Case History Through Interviews ch?v=X2myRI8XZ0g

V. TESTING IN THE PRIMARY LANGUAGE** Problem: great heterogeneity within languages (dialects) Problem: Limited data on normal development in other languages Problem: Differences in vocabulary and linguistic knowledge bases of students who immigrate vs. those born and raised in U.S.

NEVER Translate an English test into the child’s L1 and use the norms:

VI. SELECTING ASSESSMENT INSTRUMENTS A. Appropriateness of Test Content

B. Adequacy of norms C. Possible Examiner Bias

D. Possible Situational Bias

E. Possible Format Bias

F. Possible Value Bias** Example: Test of Problem-Solving Skills- Revised—”What should she do now?” Preschool Language Scale—”Why do you brush your teeth?” African American children in some communities “Because my momma told me to.” (scored as incorrect; correct answer is “because you get cavities if you don’t”)

VII. NONBIASED ASSESSMENT: CONSIDERATIONS IN STANDARDIZED TESTING** A. Introduction Standardized, formal tests are commonly used with ELL students Many speech-language pathologists and other special educators operate from the belief that we must always obtain quantitative data such as percentile ranks and standard deviations However, the IDEA permits the use of qualitative, subjective measures which we will discuss more in the next section

**The Native Americans have a saying: When you are riding a horse and it dies, dismount--and find a new one. But many of us keep wanting to revive the old horse of standardized testing with ELL students.

Typical referral and assessment procedures**

B. Pitfalls of using Standardized Tests with ELL Students—Formal Test Assumptions** There are very few standardized tests in most languages Most standardized tests are developed from a Western, literate, middle class framework

These tests assume that students will:

They also assume that students will:

Bias in Standardized Testing: Potentially Unfamiliar Items** Household objects Vehicles Sports Musical instruments Types of clothing Professions/occupations Historically related events and people Foods American nursery rhymes Geography Games

An ELL student may not recognize things like American fruits and vegetables**

In many countries, soccer is called football**

Holidays and seasons differ from country to country**

Many immigrant and refugee students are unfamiliar with items involving snow…**

VIII. Modifying Standardized Tests

Give the student extra time to respond** If the student gives a “wrong” answer, ask her to explain it and record her explanation; score it as correct if it would be correct in her culture Repeat items when necessary

I will often have 2 columns: ** First attemptSecond attempt –-+–-+ –-+–-+ –--–-- –-+–-+ – --- – --+

What I don’t want to see: ** First attemptSecond attempt

IX. CONSIDERATIONS IN TEST INTERPRETATION** Don’t identify a student based solely on formal test scores Ascertain if the student’s errors are typical of other students with similar backgrounds Interpret overall results as a team In assessment reports, include disclaimers about departure from standard testing procedures

X. INTERPRETING TEST RESULTS** Always do this as a team In your diagnostic report, be SURE to describe how you altered administration of tests Review results with family members and others from the culture—are these results typical?