scholarly journals Pigiasilluta oKalagiamik: Culturally Relevant Assessment in Nunatsiavut

2021 ◽  
Vol 44 (1-2) ◽  
pp. 351-372
Author(s):  
Jennifer Godfrey Anderson ◽  
Jodie Lane
Keyword(s):  
Curriculum And Instruction ◽  
Culturally Relevant ◽  
Social Economic ◽  
Assessment Practices ◽  
Culturally Relevant Curriculum ◽  
Shared Experiences ◽  
School Based ◽  
Assessment Measures ◽  
Council Of Ministers ◽  
Labrador Inuit

Beginning with a story of travelling between northern communities and the shared experiences of the researchers, the environment, and the animals, this research reports the perspectives of teachers, administrators, and parents on how school-based assessment practices impact Inuit learners in Nunatsiavut, the Labrador Inuit Settlement Area. To adjust to current global social, economic, and environmental challenges (Council of Ministers of Education 2018; OECD 2018; United Nations 2010), mainstream jurisdictions are centering their curricular content and assessment measures on competencies (Alberta 2018; British Columbia 2018; Council of Ministers of Education 2018; OECD 2018; Ontario 2016). Our results show that many of these values are already imbedded in community- and land-based experiences in Nunatsiavut and we argue that the development of assessment practices to capture competencies can help reveal the strengths in culturally relevant curriculum and instruction in Nunatsiavut.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Diagnostic Decisions of Language Complexity Using Informal Language Assessment Measures

2021 ◽  
pp. 1-13
Author(s):  
Rebecca Bawayan ◽  
Jennifer A. Brown
Keyword(s):  
Decision Making ◽  
Measure Data ◽  
Assessment Data ◽  
Language Complexity ◽  
Narrative Assessment ◽  
School Based ◽  
Language Quality ◽  
Assessment Measures ◽  
Criterion Referenced ◽  
Language Sample

Purpose: The current study aimed to understand the clinical decision-making skills of school-based speech-language pathologists (SLPs) using narrative and expository discourse information from three sources: perception of language through listening to language alone, standardized criterion-referenced narrative assessment data, and word- and morpheme-level language sample analysis data. Method: Twenty-eight current school-based SLPs participated in the study. During this study, participants rated language quality and made decisions regarding the provision of language services after being provided information from informal assessment measures. Results: SLPs' ratings of language quality and complexity varied across the story retell, wordless picture book generation, and expository samples. There was a lack of consistency in ratings within each context across areas of clarity, sample complexity, language complexity, and vocabulary across all SLPs. Self-reported factors that influenced SLPs' ratings included components of structure, syntax, and semantics. SLPs did not indicate a need for services after listening alone. When provided with criterion-referenced narrative assessment scores and word- and morpheme-level language sample data, more SLPs made a recommendation for services. Conclusions: The study demonstrates the need for objective language measure data during diagnostic decision making. Additionally, SLPs may not realize the information obtained from real-time perception, and analysis of language samples may be an unreliable and inconsistent picture of a child's language abilities. The results of this study highlight the need to continue to rely on multiple sources of assessment data. SLPs should continue to incorporate systematic methods to minimize variability of perceptions in the process of making diagnostic decisions. Supplemental Material: https://doi.org/10.23641/asha.17707451

Admission and Assessment of Music Degree Candidates

2019 ◽  
Vol 29 (2) ◽  
pp. 10-21
Author(s):  
Phillip Payne ◽  
Jeffrey Ward
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Programs ◽  
Survey Study ◽  
Assessment Practices ◽  
Education Programs ◽  
Current State ◽  
Candidate Assessment ◽  
Assessment Measures ◽  
Music Education Programs

The purpose of this survey study was to examine current admissions processes and assessment practices for music programs of National Association of Schools of Music member institutions. Representatives from 95 institutions responded to a researcher-designed questionnaire. Music education programs were perceived as being comparable to performance programs on admissions standards. We describe the current state of candidate assessment practices from matriculation through degree conferral, consider a range of assessment measures including gateway or barrier instruments, and pose critical questions about the use of such assessments to determine whether music education candidates are appropriately qualified to become P–12 music educators.

scholarly journals “There’s No Book and There’s No Guide”: The Expressed Needs of Qallunaat Educators in Nunavut

2005 ◽  
Vol 15 (1) ◽  
Author(s):  
Paul Berger ◽  
Juanita Ross Epp
Keyword(s):  
Culturally Relevant ◽  
First Language ◽  
Department Of Education ◽  
Culturally Relevant Curriculum ◽  
The Creation ◽  
Inuit Culture

Non-Inuit educators in five communities in Nunavut expressed frustration about the lack of culturally relevant curriculum and resources, the unsuitability of these materials for students whose first language is Inuktitut, and their own lack of ability to teach Inuit students effectively. Although these are symptomatic of larger problems, we recommend that the Nunavut Department of Education prioritize the creation of culturally relevant, ESL-sensitive curriculum and resources, institute an orientation to Inuit culture for all non-Inuit teachers, and provide regular inservicing to help them teach Inuit students effectively.

scholarly journals “There’s No Book and There’s No Guide”: The Expressed Needs of Qallunaat Educators in Nunavut

2007 ◽  
Vol 16 (2) ◽  
Author(s):  
Paul Berger ◽  
Junita Ross Epp
Keyword(s):  
Culturally Relevant ◽  
First Language ◽  
Culturally Appropriate ◽  
Culturally Relevant Curriculum ◽  
The Creation ◽  
Inuit Culture

Non-Inuit educators in five communities in Nunavut expressed frustration with: a) the lack of culturally relevant curriculum and resources, b) the unsuitability of the materials for students whose first language is Inuktitut, and c) their own lack of preparation for culturally appropriate teaching of Inuit students. Although these are symptomatic of larger problems, the creation of culturally relevant, ESL-sensitive curriculum and resources, an orientation to Inuit culture and teaching in Nunavut, and increased inservicing would help non-Inuit teachers teach Inuit students.

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