Alternative Assessment of Language and Literacy in Culturally and Linguistically Diverse Populations
1University of Alabama, Tuscaloosa.
Language, Speech, and Hearing Services in Schools
|January 1, 2003
Abstract:
Over- and underdiagnosis of language and literacy problems are common with low-socioeconomic status ethnically and racially diverse children. In recent years, a number of alternative assessment procedures have been developed that reduce some of the biases inherent in norm-referenced standardized tests. Problems and recent solutions to the use of norm-referenced testing will be discussed, with a focus on processing-dependent and dynamic assessment procedures.
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