Response to instruction, English language learners and disproportionate representation: the role of assessment

• Autores: Sylvia Linan-Thompson
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 22, Nº. 4, 2010, págs. 970-974
• Idioma: inglés
• Enlaces
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• Dialnet Métricas: 2 Citas
• Resumen

  • Respuesta a la intervención, aprendices del idioma inglés como segunda lengua, y representación desproporcionada: el rol de la evaluación. Respuesta a la Intervención (RtI), proceso cíclico que incorpora la evaluación y la instrucción, es al mismo tiempo un enfoque para prevenir difi cultades de aprendizaje y determinar la selección del estudiante para educación especial. Los resultados de las evaluaciones se utilizan para determinar los conocimientos iniciales de los estudiantes y sus habilidades, así como para implementar si son necesarios otros niveles más intensivos de instrucción, y para calibrar la respuesta del estudiante a la intervención prevista. Aunque este proceso es preferible al modelo de diagnóstico de las difi cultades de aprendizaje basado en la discrepancia CI-rendimiento, todavía hay una serie de cuestiones pendientes de resolver como sería el tema relativo a los procedimientos de evaluación en uso. Un problema urgente es la identifi cación de medidas y procedimientos que identifi quen a los estudiantes con la mayor precisión lo que reduciría una identifi cación inadecuada.

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