72. How to modify tests
In answers to other questions I have described extensively how to modify tests to enable ALL students, especially students of limited English proficiency, to be able to show how much they have learned as the result of instruction. In fact, it is to the teachers advantage to modify traditional pencil-and-paper tests so that ALL students display mastery of what has been taught. The teachers efforts, (h)is/er competence in teaching, the effectiveness of (h)is/er instructional techniques and strategies will be fully recognized when students display ALL they have learned.
Pencil-and-paper tests only allow those students who can read and write to be able to show what they have learned. Blind students unable to read and write on their own, or perform in unmodified pencil-and-paper tests, will not be able to display mastery of what they have learned. Students learning English will not be able to write coherently on their own, or may not be able to read English to answer the test questions or select the correct answer. Teacher can modify tests by:
The greater the variety of test questions and test responses, the more a test will help ALL students display the knowledge and the understandings they have acquired as a direct result of instruction. Teachers can and SHOULD use these tests to compare the performance of the same students in standardized tests. Educational decisions regarding student placement, promotion, retention, etc., should take into account the performance of students in alternative tests that better assess what students have learned and can learn.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605