Responsive Formative Assessment for Emergent Bilinguals in Mainstream Classrooms: A Case Study

• In Event: Division K Section 1 Poster Session: Teaching, Teacher Education, and Professional Development in the Content Areas

Abstract

This case study explores the extent to which an elementary teacher’s FA practices and supports are responsive to emergent bilinguals (EBs)’ learning needs; and how her supports tell us about her expertise in assessment equity. Data sources include classroom observations with videotaped lessons and interview data with Mrs. G and EBs. I used inductive coding approach to find emerging themes. I used Lyon’s (2013) Assessment Expertise Rubric to support my data coding deductively. Findings reveal an overarching theme: alignment and misalignment among Mrs. G’s belief, practices in supporting EBs, and EBs’ voices of their learning needs. This study has implications on instruction and assessment in linguistically diverse classroom settings. It also has implications on teacher’s professional development in assessment equity.

Author

• Xuexue Yang, SUNY - College at Oneonta