(LASA 2) Instructional Assessment in Practice Case Study

Introduction3

History & Background of Student3

Language4

Culture4

Values4

Respect for School and the Teacher5

Levels of English Proficiency5

Student Comprehensive Assessment Analysis7

Instructional Implications of Findings & Recommendations10

Conclusion12

REFERENCES13

Appendix16

Sample Instruction / Assessment Tasks16

(LASA 2) Instructional Assessment in Practice Case Study

Introduction

This paper intends to illustrate a qualitative mini-research project in case study format. The entire case study is deigned and divided into three major sections, which include background history of the student, student comprehensive assessment analysis, and instructional implications of findings and recommendations. The case study analyzed in this paper is derived from textbook “Instructional assessment of English language learners in the K-8 Classroom” (Brantley, 2007).

History & Background of Student

Because of great diversity in population of the USA, the international students and English language learners in the classroom also represent diverse culture and languages all around the world. Most of the families of ELL students in the USA have migrated from Spanish-speaking nations located in Latin America. Such Hispanic families have several features in general, like, foods, customs, values, dances, the Spanish language, and values. Nevertheless, there exist several rich differences in culture in and among nations, such as, Mexico, Argentina, El Salvador, and Cuba (Echevarria & Graves, 2007).

History and background of the students makes the job of instructional assessment easier. This segment mainly entail knowledge about students' culture, language, family, home environment, and values. Learning about students' history and background allows teachers to support them in classroom settings and to attain more support from their families. There are several methods and strategies to establish cultural and linguistic diversity a mammoth positive feature. Some important information related to features that are different among ELL students are described in the subsequent segments (Achugar & Stainton, 2010).

Language

ELL students and their families at home, converse in the language they are best acquainted with, and usually that language is their regional or national language. Even though there are social and regional variations of Spanish, Spanish is single normally comprehended language. The more Spanish a teacher would know and learn, the more he or she will be capable to coordinate with Hispanic students and their family members. Yet a diminutive Spanish can lead a long path.

Culture

The teacher(s) must know about the cultural background and history of their ELL students. Teachers should strive to move their ELL students further than the “Latino/Hispanic” tag. Teachers should also try to know that whether a student is a second generation Mexican American or a Mexican migrant. Whether a student is from Caribbean island, or South America, or Central America? In this course of finding cultural history of students, teachers, at times, find out interesting facts and information about their students' and family members' rich cultural inheritance.

Values

Hispanic families frequently migrate to the USA with high-flying anticipations for superior opportunities in the area of education and career building. They believe that better educational opportunities can lead their children towards financial enhancement of their own families. Even if parents or senor members in Hispanic families can't read Spanish or can't speak English, they frequently communicate ...