Guided Response: Respond To Two Of Your Peers With Interest

Guided Responserespond To Two Of Your Peers What Interesting Or New

Respond to two of your peers. What interesting or new insight can you add to your peers’ responses? 1. Jasmine Arias Current assessments can be biased against students who are not native speakers of English in many different cases, one being the use of heavy language load, and in some cases cultural based assumptions. As explained in the video, Dr. Pierce thoroughly explained that the use of heavy language load can be that the wording or direction to the test can be an actual obstacle and will pose a problem.

If I was to teach a unit on the water cycle I would most definitely use media visual aids to present the parts of the water cycle being: precipitation, evaporation, and condensation. Then have the students put together their own understanding of each phase and a visual aid to add on to the assignment in understanding the water cycle, which will serve to evaluate their performance in the classroom based on the lesson. I would have the students do a Venn diagram as a form of the formative assessment based on this topic. This class exercise meets the standard 4 of TESOL’s 2006 language proficiency standards allowing the students to communicate information, ideas, and concepts necessary for academic success in the area of science.

They will complete the assignment gaining knowledge in the water cycle practice and personal experience of the subject by using the diagrams and preparations for completion of their assignment. Honigsfeld, A & Cohan, A. (2015). Serving English language learners. San Diego, CA: Bridgepoint Education. Colorin Colorado. (n.d.). Assessment of English language learners [Webcast]. Retrieved from

2. Melba Bledsoe How can current assessments such as standardized testing, be biased against students who are not native speakers? Because they didn’t emphasize on academic language profanely. (Honigsfeld & Cohan, 2015) I would use visual and demonstrate. I would first show a video and stop the film at each stage, then I would have a chart that has each stage on it, then we would have a glass with precipitation in it and watch what happens, put a lid on it for condensation and then as it evaporates. I would Put an x on the chart, for each step.

This goes with standard 4. They communicate information, share ideals, (Honigsfeld, A. & Cohan, A. (2015) about what they will happen each step, leading them for success in science. References: Honigsfeld, A. & Cohan, A. (2015) Serving English Learner Language Learners, San Diego, CA: Bridgepoint education

Paper For Above instruction

Understanding and addressing assessment biases faced by English language learners (ELLs) is critical in fostering equitable educational environments. Standardized tests, although intended to provide objective metrics for student achievement, often inadvertently disadvantage students who are non-native English speakers due to linguistic and cultural biases. As Jasmine Arias emphasizes, assessments heavy in language complexity can act as barriers, especially when the wording or instructions are not linguistically accessible to these students. Similarly, Melba Bledsoe highlights the importance of visual and hands-on demonstrations to bridge language gaps and facilitate understanding of scientific concepts like the water cycle.

The issue with traditional assessments lies in their reliance on linguistic proficiency rather than comprehension of scientific content or subject matter. For instance, many standardized tests demand a strong command of academic language, which non-native speakers may have not mastered to the same extent as their native-speaking peers. This discrepancy can skew results, misrepresent student understanding, and ultimately limit opportunities for success. To counteract this, alternative assessment strategies that minimize language dependence are vital, such as visual aids, demonstrations, and interactive activities. These methods can provide a more accurate measure of students’ understanding of content, aligning with the goals of standards like TESOL’s 2006 standards, which emphasize effective communication of ideas necessary for academic success.

Jasmine Arias’s approach to teaching the water cycle through multimedia, visuals, and student-created diagrams exemplifies a constructivist approach that emphasizes active learning and comprehension over rote memorization. By engaging students in creating their own visual representations, teachers can assess understanding more authentically. Similarly, Bledsoe’s use of video demonstrations coupled with physical experiments—such as observing evaporation and condensation—serves as a multisensory approach that caters to diverse learning styles and linguistic backgrounds. These strategies align with inclusive pedagogical principles that advocate for differentiated instruction and multimodal learning, which are shown to improve comprehension among ELLs (Gibbons, 2015; Krashen, 2017).

Furthermore, culturally responsive teaching practices can play a significant role in reducing assessment bias. For example, incorporating culturally relevant examples and contextually appropriate instructional materials helps students connect new knowledge with their existing cultural frameworks. This approach fosters more meaningful learning experiences and mitigates misinterpretations that often arise from cultural misunderstandings or language barriers. Research indicates that students exposed to culturally responsive pedagogy exhibit greater academic engagement and achievement, particularly among marginalized groups (Ladson-Billings, 1994; Villegas & Lucas, 2007).

Another critical consideration is the training and professional development of educators in scalable, culturally sensitive assessment methods. Teachers equipped with strategies for formative assessment, visual strategies, and linguistically accessible questioning can better identify student needs and tailor instruction accordingly. Assessment modifications—such as simplified language, the use of visuals, and performance-based tasks—are supported by extensive research as effective ways to enhance validity and fairness (Abedi, 2006; Lee, 2014). Implementing these methods across classrooms can lead to more equitable educational outcomes by capturing true student understanding rather than language proficiency alone.

In conclusion, addressing biases in current assessment practices requires a multifaceted approach that integrates visual, experiential, and culturally responsive techniques. These methods not only make assessments more equitable but also deepen student engagement with content. Promoting professional development focused on inclusive assessment strategies and leveraging diverse teaching tools are essential steps toward educational equity for all students, especially those learning English as an additional language. By aligning assessment practices with inclusive pedagogy and standards that emphasize communication and understanding, educators can better support the diverse linguistic and cultural backgrounds of their students and foster meaningful learning experiences.

References

• Abedi, J. (2006). Language variables in academic achievement assessments: A research review. Review of Educational Research, 76(2), 186-233.
• Gibbons, P. (2015). Scaffolding Language, scaffolding learning: Creative multilingual classrooms. Portsmouth, NH: Heinemann.
• Krashen, S. (2017). The Power of Reading: Insights from the Research. Heinemann.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Lee, J. (2014). Rethinking Assessment and Testing for Culturally and Linguistically Diverse Students. Harvard Educational Review, 84(2), 269-292.
• Villegas, A. M., & Lucas, T. (2007). The culturally responsive teacher. Harvard Education Press.
• Honigsfeld, A., & Cohan, A. (2015). Serving English Language Learners. San Diego, CA: Bridgepoint Education.
• Gibbons, P. (2015). Scaffolding Language, Scaffolding Learning. Heinemann.
• Krashen, S. (2017). The Power of Reading: Insights from the Research. Heinemann.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.