Essay - Education Article Review - Achievement Testing with Culturally and Linguistically...

Education Article Review - Achievement Testing with Culturally and Linguistically Diverse Students

Kenneth Howell and Robert Rueda's discussion and analyses of different measures of learning in the article, "Achievement Test*****g with Culturally and ***** Diverse *****," illustrate how standardized tests poses a problem in determining the perform*****nce level and degree of learning of students who are culturally or linguistically diverse, also termed as CLD. The authors' discussion provides insights on ***** strengths and weaknesses of the Standardized Norm***** or Criteri*****-Achievement Tests in ***** case of ***** *****. The problem posed by the authors illustrate how SNATs become an ineffective measure of learning perform*****ce of students for a heterogeneous population or sample, that is, students are culturally and linguistically *****. Because ***** this difficulty, alternatives to SNAT have also been presented, and an *****alysis of Curriculum-Based Measurement (CBM) and Per*****mance-based Assessment illustrate that *****se two ***** poses greater strength in their sensitivity to ***** ***** CLD *****. In effect, in the context of measuring effectively the learning performance ***** CLD students, CBM ranks as the most appropriate ***** effective, since its *****s are based on the curriculum of schools or educati*****al institutions. Thus, CBM provides greater sensitivity ***** learning of CLD *****, who may have ***** ***** and teaching (in the part of the instructor or teacher) skills, altering the process of learning and kind of knowledge generated from ***** learning. The study significantly shows how certain measures of identifying ********** ***** ***** among students may or may not be appropriate, especially if cultural d*****ferences among students are taken into consideration. Howell and Rueda's analysis of these measures provides insights to educat*****s on the diverse and dynamic nature of learning and educati***** in various contexts, particularly ***** non-American or English societies and