Discussion Topic

Students should answer the following prompts:

Assessment should not be intimidating or discouraging, especially when built into a caring classroom community. The module materials present several strategies for authentic, performance-based, and growth-oriented classroom assessment to illuminate learners areas of growth for educators and, importantly, for learners themselves. Because learner self-assessment, and multiple perspectives on progress and learning, is an important way to support learner autonomy in culturally and linguistically responsive classrooms, we will apply and reflect on this practice in discussion with peers. For this discussion:

1. Summarize one strategy for effective assessment in bilingual education presented in module materials (e.g., performance assessment, translanguaging progressions, portfolio and reflection).
2. Complete Appendix D: Self-Assessment in Tedick & Lyster (2020). Reflect on the findings from your self-assessment.
3. Self-assess your progress on the Course Learning Outcomes, indicating your goals for improvement as we wrap up the course.

Module 9: Activities & Assignments

Activities to Complete

Note that you will find all the activities listed below (with the exception of the textbook ) within this module including: articles, videos, quizzes, discussions, and assignments.

REQUIRED READINGS & RESOURCES

• READ: Chapter 10: Performance assessment, Appendix C: ImDL IPA example, AND Appendix D: Self-Assessment rubric for ImDL teachers in Tedick, D. J., & Lyster, R. (2020). Scaffolding Language Development in Immersion and Dual Language Classrooms. .
• READ: Chapter 7: Assessing bilingual students in Reyes, S. A., & Kleyn, T. (2010). Teaching in two languages: A guide for K-12 bilingual educators. .
• READ: Chapter 3: Documenting students dynamic bilingualism: Dynamic translanguaging progressions (pp. 35-43) in Garca, Johnson, & Seltzer (2016). The Translanguaging Classroom. .
• EXPLORE (Spanish): WIDA AND .
• EXPLORE (Chinese): Utah Dual Language Immersion Chinese. .

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