MCCCD Program Description

Assessment of Dual Language Learners - Birth to Age Eight

Course: EEP412

First Term: 2023 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Teaching and assessment of dual language learners ages birth to eight. Covers differentiated instruction, special education needs vs. language needs, learning environments and utilizing ongoing assessment of student learning to guide instruction.

MCCCD Official Course Competencies
1. Review federal and state mandates for the teaching and assessment of English language learners. (I) 2. Analyze the cultural impact on assessment. (I, VII, VIII, IX) 3. Formulate assessment plans to guide instruction in the early childhood dual language environment. (I-IX) 4. Evaluate the practice of differentiated instruction. (II, III, V) 5. Debate assessment reliability and validity for all learners. (II, III, IV, V, VI, VIII) 6. Identify the preferred instruments used to assess students in early childhood dual language programs. (III, IV, V, VI, IX) 7. Evaluate the various uses and roles of assessment in the education of early childhood dual language learners. (III, IV, V, VI, VIII, IX) 8. Validate key components of assessment records for early childhood dual language learners. (IV, V, VI) 9. Synthesize the importance of parental involvement in the assessment process. (IV, VI, VII, VIII) 10. Examine research in the area of assessment. (IX)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Overview of teaching and assessment A. Historical perspective B. Federal laws C. Supreme Court cases D. State mandates E. Other guidance II. Concepts/Issues A. Terminology B. Tools C. Differentiated instruction D. Reliability and validity E. Examination of test protocols and manuals F. Issue of test(ing) bias G. Overrepresentation and underrepresentation in special education H. Cultural impact I. Other III. Assessment tools A. Formal and informal 1. Standard-based 2. Criterion-referenced 3. Needs-based 4. Program specific 5. Subjective vs. objective 6. Other B. Screening and assessing of typical and atypical behaviors 1. Developmental domains 2. Data collection IV. Dual language learner assessment records A. Home language survey B. Placement tests C. Ongoing assessments of learning D. Exit data E. Other V. Linking assessment to instruction A. Importance of method match B. Multilingual classrooms C. Multicultural classrooms D. Multiple measures E. Portfolios F. Multiple intelligences G. Other VI. Multiple uses of assessment A. Placement in English language learner programs B. Exiting criteria C. Measuring academic progress D. Placement in special education E. Evaluation of programs F. Other VII. Role of parents A. Communication B. Partners C. Funds of knowledge D. Other considerations VIII. Cultural aspects A. Overview B. Influence C. Teaching and learning D. Assessment E. Other IX. Research A. Historical practices B. Current practices C. Areas for future research

MCCCD Governing Board Approval Date: August 23, 2022

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.