Bilingual Teachers' Use of Formative Assessments Tied to the Common Core State Standards in Their Spanish Literacy Instruction

• In Event: 34.078 - Roundtable Session 13
  In Roundtable Session: 34.078-17 - Approaches for Teaching and Assessing Bilingual Students

Abstract

Qualitative methods were used to analyze the extent to which professional staff development (PSD) on formative assessments tied to the Common Core State Standards (CCSS) in English language arts led to positive changes in bilingual teachers’ (K-5) Spanish literacy instruction. A critical pedagogic perspective showed that the bilingual coordinators’ participation on a district committee that selected CCSS in language arts that worked for both Spanish and English speakers provided necessary guidance. PSD from a socio-cultural perspective, with an emphasis on teacher problem-solving and collaboration, appeared to motivate four of the six teachers. However, teacher implementation of formative assessments that led to instructional change took time, and was easier for the experienced teachers to implement than the novice teachers.

Authors

• Georgia E. Garcia, University of Illinois at Urbana-Champaign

• Maria G Lang, University of Illinois at Urbana-Champaign