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==Caslon Language Education Index== | ==Caslon Language Education Index== | ||
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(A)|A]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(B)|B]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(C)|C]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(D)|D]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(E)|E]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(F)|F]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(G)|G]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(H)|H]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(I)|I]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(J)|J]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(K)|K]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(L)|L]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(M)|M]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(N)|N]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(O)|O]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(P)|P]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Q)|Q]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(R)|R]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(S)|S]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(T)|T]], |
| − | [https:// | + | [[Caslon_Language_Education_Wikimedia_(U)|U]], |
| − | [https:// | + | [[Caslon_Language_Education_Wikimedia_(V)|V]], |
| − | [https:// | + | [[Caslon_Language_Education_Wikimedia_(W)|W]], |
| − | [https:// | + | [[Caslon_Language_Education_Wikimedia_(X)|X]], |
| − | [https:// | + | [[Caslon_Language_Education_Wikimedia_(Y)|Y]], |
| − | [https:// | + | [[Caslon_Language_Education_Wikimedia_(Z)|Z]] |
| + | |||
| + | ==validity== | ||
| + | * The extent to which [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] measures and data generated from them are appropriate for and support the decisions made about students and educational programs; the match between a test and its stated purpose. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen] | ||
| + | |||
| + | * The accuracy of a test or [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] in measuring what it purports to measure. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] | ||
| + | |||
| + | ==value-added measurement (VAM)== | ||
| + | * The use of [[Caslon_Language_Education_Wikimedia_(H)#high-stakes tests|high-stakes test]] results to calculate student academic growth over time. VAMs are often (mis)used in teacher evaluation systems. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] | ||
| + | |||
| + | ==value-added model(s) (VAM[s])== | ||
| + | * A more advantageous method for evaluating teacher effectiveness. This improvement is mainly because VAMs examine teachers’ contributions in terms of growth, that is, they compare their students’ scores in a given year to the scores of those same students in previous school years and to the scores of other students in the same grade level (Hanushek & Rivkin, 2010). From 6.10 (Cook and Castro) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro] | ||
==vernacular languages== | ==vernacular languages== | ||
| − | * Languages used for daily communication among people in a particular community. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Languages used for daily communication among people in a particular community. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong] |
| + | |||
| + | ==vertical coherence== | ||
| + | * Building the expertise of ESL educators. A regularly scheduled meeting at the building and/or district level offers opportunities for ESL teachers to continually improve and where their confidence and security are affirmed (Arkoudis, 2006; Creese, 2002). From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro] | ||
| + | |||
| + | ==vocabulary== | ||
| + | * An [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]] component used to refine and expand students’ word and concept range. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla] | ||
==voluntary bilingualism== | ==voluntary bilingualism== | ||
| − | * Acquisition context in which becoming bilingual is a choice rather than a necessity (also elective bilingualism; elite bilingualism). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Acquisition context in which becoming [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] is a choice rather than a necessity (also [[Caslon_Language_Education_Wikimedia_(E)#elective bilingualism|elective bilingualism]]; elite bilingualism). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong] |
| + | |||
| + | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 17:18, 19 July 2019
Contents
Caslon Language Education Index
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z
validity
- The extent to which assessment measures and data generated from them are appropriate for and support the decisions made about students and educational programs; the match between a test and its stated purpose. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
- The accuracy of a test or assessment in measuring what it purports to measure. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
value-added measurement (VAM)
- The use of high-stakes test results to calculate student academic growth over time. VAMs are often (mis)used in teacher evaluation systems. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
value-added model(s) (VAM[s])
- A more advantageous method for evaluating teacher effectiveness. This improvement is mainly because VAMs examine teachers’ contributions in terms of growth, that is, they compare their students’ scores in a given year to the scores of those same students in previous school years and to the scores of other students in the same grade level (Hanushek & Rivkin, 2010). From 6.10 (Cook and Castro) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
vernacular languages
- Languages used for daily communication among people in a particular community. Foundations for Multilingualism in Education by Ester de Jong
vertical coherence
- Building the expertise of ESL educators. A regularly scheduled meeting at the building and/or district level offers opportunities for ESL teachers to continually improve and where their confidence and security are affirmed (Arkoudis, 2006; Creese, 2002). From 6.2 (Morita-Mullaney) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
vocabulary
- An oracy component used to refine and expand students’ word and concept range. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
voluntary bilingualism
- Acquisition context in which becoming bilingual is a choice rather than a necessity (also elective bilingualism; elite bilingualism). Foundations for Multilingualism in Education by Ester de Jong
Top
